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The Exploratorium, established in 1969, is an internationally renowned museum of art, science, and human perception located in San Francisco, California. Its hundreds of hands-on exhibits are designed to promote science discovery.

The Exploratorium Teacher Institute has supported middle and high school math and science teachers to incorporate hands-on, inquiry-rich experiences into their classrooms since 1984.

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Science Snacks by Subject | Exploratorium

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Arts Astronomy & Space Sciences Planetary Science Space Exploration Biology Anatomy & Physiology Ecology Evolution Genetics Molecular & Cellular Biology Neuroscience Chemistry Combining Matter (Reactions) Food & Cooking Materials & Matter States of Matter History Data Data Collection & Analysis Modeling & Simulations Visualization Earth Science Atmosphere

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The New Zealand Curriculum guide for senior secondary schools discusses education for sustainability - learning to think and act in ways that safeguard the wellbeing of people and the planet.

Within the context of education for sustainability, students explore the relationship between people and the environment. They learn about the environmental, social, cultural and economic aspects (components) of sustainability.

This teacher resource presents a table that gives a brief explanation of each of the four aspects or components of sustainability. It includes some of the concepts that relate to each aspect and gives examples of these concepts in the context of restoring the Waikato River.

A more detailed explanation of the aspects of sustainability and the concepts that relate to them can be found on the TKI website here.

Biodiversity

Protect and encourage a wide range of species in and around the river.

Action orientation

Riparian planting along the river by groups of people.

Hapū and the wider community work together and develop partnerships for the wellbeing of the river.

Citizenship

People are seeking to become informed and are actively involved in the restoration of the river.

Cultural diversity

Indigenous worldviews and other worldviews that inform different ways of thinking and knowing are being taken into account when considering the health and wellbeing of the river.

Guardianship/
kaitiakitanga

Communities and iwi are working together to care for the river.

Consumerism

Knowledge, attitudes and values are being passed on that lead to the sustainable use of resources from the river, such as whitebait and tuna (eels).

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Aspects of sustainability - teacher resource

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The New Zealand Curriculum guide for senior secondary schools discusses education for sustainability - learning to think and act in ways that safeguard the wellbeing of people and the planet. Within the context of education for sustainability, students explore the relationship between people and the environment.

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Just drag-and-drop your teaching content to build paths and activities for your students.

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Educators around the world are entering digital lesson design with varying experiences and expertise. Our HyperDocs Online Academy is your source for learning about designing and delivering the engagement-driving digital lessons we call HyperDocs. Our course instruction method is what we call 'just in time teaching' so that you can take on new learning when you are ready, and explore the Academy at your own pace.

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Georgia Science Teachers Association - GSE Phenomena

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communications@georgiascienceteacher.org if you have any questions about this resource.

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Bringing the Universe to America's Classrooms | PBS LearningMedia

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WGBH in collaboration with NASA presents digital media resources you can use to teach topics in K-12 Earth and Space Science. These free resources are organized into four grade bands. Each resource emphasizes engaging students in phenomena related to core ideas and science and engineering practices of the Next Generation Science Standards.

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SimpleK12 Teacher Learning Community | Education Technology - SimpleK12

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Get the most out of the Teacher Learning Community. Sign in now. Not a member? Click here to get started for free!

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Listen to the podcast featuring Long Branch School District & Sustainable Jersey for Schools

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G Suite Learning Day - Hasbrouck Heights - Apr/May 2018

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Nasa Wavelength | Science Mission Directorate

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In this activity, learners explore the size and scale of the universe by shrinking cosmic scale in 4 steps, zooming out from the realm of the Earth and Moon to the realm of the galaxies. This informational brochure was designed as a follow-up take-home activity for teen and adult audiences.

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Build a Pizza Box Solar Oven | STEM Activity

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Build a simple box-type solar oven and use it to cook s'mores.

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Mineral Identification Chart - Mineral Properties

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A mineral identification chart from Geology.com

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Education for Sustainability Standards & Indicators - THE CLOUD INSTITUTE

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Aligned to national and state educational standards, each EfS Standard has a set of coded Performance Indicators used to guide educators as they infuse their school culture, curriculum, instruction and assessment practices with Education for Sustainability. We believe that by meeting these EfS standards, young people will be prepared to participate in, and lead with us, the shift toward a sustainable future.

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mrs. willis' science courses at harbor prep

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Mrs. Willis' Science Courses at Harbor Prep - AP Environmental Science

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Homework Assignments﻿Summer Homework Guidelines 2018-2019Summer Homework: All 4 Assignments. Due Aug. 14, 2018.Purchase a composition journal. Click on the link to see a picture of an example. Due on Aug. 14, 2018.8/14: Week 1 Homework: a) Parents/Guardian

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Science lesson plans for elementary, middle, and high school classrooms teaching life, earth, and physical sciences: activities for kids and students!

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The National Earth Science Teachers Association (NESTA) facilitates and advances excellence in K-12 Earth and Space Science education, serving a diverse population of learners in formal and informal settings. ...

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A database for identifying and selecting science phenomena for NGSS aligned instruction. A criteria for selecting good phenomenon tool is provided. Scientific phenomena are occurrences in the natural or man-made world that cause one to ask questions.

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If you want to introduce the CER method to students or have them practice periodically, using video clips is a fun way to go. (If you aren't familiar with the CER method, check out this blog post on ways you can use it in your classroom). I prefer short video clips because they are great for bellwork practice or a good time-filler if you have a few minutes left at the end of class.

A popular video teachers use to introduce CER is this Audi commercial. In it, the daughter gives the claim that her Dad is a space alien. Students should be able to pull out the evidence that she gives, including: he speaks a weird language, he drinks green stuff, just look at him (he dresses weird), and he has a spaceship. In the reasoning section students should be able to explain how the evidence supports the claim.

Here are some additional video clips you can use if you have YouTube access at school:
JUST FOR FUN VIDEOS

Cheryl's She Shed: In this State Farm commercial, Cheryl gives the claim that someone burned down her she-shed. Is there evidence to support her claim?

Shamwow: Can these towels really hold 12 times their weight in liquid?

Gorilla tape: This Gorilla tape commercial claims that their tape is 3 times stronger than the leading brand of duct tape.

Invisible Man: In this video clip a magician gives the claim that he can make people invisible. (There is a curse word, preview before showing students).

Be Like Mike: Can drinking Gatorade make you a baller like Michael Jordan?

Sketchers: Can sketchers make you run as fast as a cheetah?

SCIENCE BASED VIDEOS

Yellowstone wolves: This video clip on Yellowstone wolves is one of my favorites to show during ecology when we discuss keystone species. The claim is that wolves can change rivers and students need to figure out the trophic cascade that makes this possible.

Hydrophobic Shoes: In this video clip, the group claims they can walk on water. (In actuality there is a platform below the surface of the water they are running on). See if students can come up with any valid evidence that they can truly run across the surface of the water.

Flying penguins: The BBC came out with this video for April Fool's Day that penguins can fly.

Make a Light Saber: Another April Fools day video! This video from Steve Spangler shows how to make a light saber. Do you think students will believe this claim?

Troglobites: How did these cave salamanders become blind?

If you are interested in a graphic organizer I use for CER practice, click here!

If you have any other video clips you use, I'd love to see them! Leave the URL in the comments!

Valentine's day is almost here! One fun activity to try is an oh-so-romantic-science-themed speed dating lesson. I've tried it with my students multiple times and they really enjoyed it. I even hung up red twinkle lights and put candy conversation hearts and flowers out on the tables (gotta set the stage to engage!) Here are a few options you can try based on your curriculum:

Since I teach genetics in the spring, this punnett square speed dating lesson is always perfect timing. Students are given a monster card where they can see their genotypes and phenotypes. They go on dates with other monsters and fill out punnett squares on each date. There are both mendelian and non-mendelian versions included.

If you teach chemistry, this element speed dating activity is a sure hit. Students are assigned an element, fill out a dating profile, go on dates with other elements, and figure out what type of bond they would make. You can download the lesson here.

If you are teaching ecology, here is a symbiosis themed speed dating lesson. Each student is assigned an organism card, and they go on dates with 5 other students in the classroom. They need to meet each other, discuss their traits, and decide if the relationship would be mutualistic, commensalistic, parasitic, competitive, or predatory.

In this GMO speed dating lesson, students are assigned an organism and go on dates with other organisms, looking for genes that they could potentially share. It's a great way to get students thinking about gene editing and lead to discussions on ethics of CRISPR technology. You can download the lesson plan here. Note: I have done this lesson before and would recommend it for upper biology/AP students.

If you happen to be teaching cells around Valentine's day, you can have students do this organelle speed dating activity. Each student is assigned an organelle and they need to identify relationships they might have with other organelles. It is a great way to reinforce cellular processes!

I came across a version of speed dating for biomes that many AP environmental science teachers use. I wasn't able to find a reliable link, but if you try googling "biome speed dating lesson plan" I'm sure you will find a few versions floating around for free.

In this forms and transfer of energy speed dating activity, students are assigned an energy card. They will go on speed dates with 5 other students and have to come up with objects that transfer energy between the two types. For example, chemical energy (in a battery) could be transferred to a light energy (bulb) in a flashlight. This version is great for middle school students.

TIP: You may have some students that are shy and don't want to talk much on their dates. One issue I had arise during this activity was students were just trading cards, copying down the information, and not talking to each other. I made a rule that students were NOT allowed to show each other their cards, and had to ask their dates specific questions. It went much smoother after that.

I hope your students have a blast with one of these activities! If you are looking for some valentine ideas other than speed dating, check out this blog post.

When I was in college taking education courses I had 2 professors who harped on rubrics. Their logic was that rubrics placed students into a box and didn't allow for any flexibility and creative thinking. I left college thinking rubrics were a terrible way to assess students.

Fast forward to 2015 when I began teaching a course that was taught entirely via PBL (project based learning). PBL is a very fluid and flexible way to teach- you pose students a question and tell them what the final product will be, but the pathway to accomplish the product can look very different from student to student. (If you would like to read more about the PBL process, check out this blog post). Since rubrics were essentially a new grading tool for me, I had quite a learning curve ahead of me. Confession: I still don't love making rubrics, but I've learned how valuable they can be for both students and teachers. After using them for a few years now, here are some things I've learned:

WHY USE RUBRICS?

As I've already mentioned, rubrics are great for PBL or any mode of teaching that is student- driven. This allows them to see your expectations and find their own way to meet them.

As a science teacher, grading lab reports can take HOURS. Using a rubric can save you major time. Instead of leaving comments all over their paper, just circle elements on the rubric.

Rubrics give specific feedback to students. They can see exactly where they fell short and what they need to improve.

Rubrics allow for student creativity/flexibility (more on this in the next section).

Rubrics allow for unbiased grading. They either met the criteria or they didn't. No favoritism.

Administrators asking how your lessons are aligned to standards? Easy. Show them how your rubric incorporates NGSS or common core learning targets.

Rubrics set clear teacher expectations. No more "but I didn't understand what to do." Students have the criteria laid out for them.

Ready to make some rubrics? Here are some tips:

TIPS FOR MAKING RUBRICS

Don't fill out every box. It is okay to leave some boxes blank! Why? Leaving the exceeding box blank allows students to think above and beyond. Alternatively, some teachers may choose to leave the poor/lowest category blank. Why spell out what bad student work looks like?

Be specific. Be sure to include the specific learning targets and objectives you want students to meet or learn. While there are many different pathways to get there or different ways to demonstrate their knowledge, they need to somehow show you that they met that standard.

Try having students co-create the rubric. Sometimes students feel like they have no say in what they learn or accomplish. Allowing them to create the rubric with you gives them a voice and also holds them accountable to their own standard.

Use student-friendly language. If students don't understand what they need to do in order to meet the standard they may turn in work that is not aligned to your expectations. Use vocabulary they understand and go over the rubric with them.

TIPS FOR USING RUBRICS

​Grade a sample together as a class. (If you've given the assignment more than one year in a row, save a student work sample or two. If not, create your own sample). When students can see a sample and assess it as a class, it really helps clarify your expectations. I know what you are thinking... because I thought it too. "If I show students a sample, they will just copy it." You can avoid this by:

Don't choose a stellar example. Show them what a mediocre assignment looks like and they can brainstorm ways they could improve upon it.

Choose a different topic. If you are assigning a lab report on heat transfer, it is perfectly acceptable to show them a sample lab report on a different topic and have them critique it. Chances are your lab report rubric is the same each time, so the expectation is the same no matter the topic.

Give the students the rubric PRIOR to starting the project or assignment. I've been guilty of not having the rubric completed prior to starting the project or lab and scrambling to come up with a rubric at the end. This in no way helps the students. They need to know what the grading criteria are prior to turning in the assignment.

Use the rubric as a formative assessment tool. Don't have students wait until the end to look at it! Halfway through the project or assignment have students check in. Are they meeting the criteria? You can have them self assess or do a peer assessment so they can see what to improve on before it gets to you. This should greatly increase the quality of their work and save you grading time later.

Want to save even more grading time? If you graded their drafts with the same rubric, have them turn in the draft rubric along with their final copy. That way you can just focus on the areas of improvement and skip over the areas they already did well on.

FREE WEBSITES FOR RUBRIC CREATION
While you can use Microsoft word to make rubrics, there are websites out there that make the process easier. Two sites I like are:

Rubistar: Create a free account on Rubistar and it will save all your rubrics for you. You can even search for rubrics by topic and use rubrics that have already been created by other teachers.

Theme Spark: Create a free account on Theme Spark. It not only saves your rubrics but already has standards built in! Create a standards based rubric in minutes your administrator will love.

Have any more rubric tips or questions? I'd love to hear them!

Group work. Love it? Or bane of your existence? Have you ever assigned a group assignment and had any of these problems?

Students spend more time socializing than working.

One or two students do the majority of the work.

By the end of the project the quality of work turned in is not up to par.

We've all run into these problems as teachers, and often times its easier to just throw in the towel and go back to lecture-style teaching. But I would encourage you to not give up completely on group or collaborative assignments. By the time your students reach college, they will be much better off if they know how to study and work with peers. When they enter the work force they will likely have no choice but to collaborate with their colleagues (PLC's.... amiright?)

After teaching a PBL course for a few years that uses group work almost exclusively, I've had to learn how to monitor groups effectively. Here is my list of top 10 tips to keep your group work running smoothly:

1. CHOOSE YOUR GROUPS METHODICALLY.
Although students always beg to choose their own groups, 9 times out of 10 I choose them beforehand. The size of the group and the way I choose student groupings depends on the assignment. One way to help figure out group sizes is to map out the project tasks and estimate the work load. I tend to prefer groups of 3-4, but for some projects you might choose pairs or large groups. After I've figured out how many students I want in each group, I think about strengths and weaknesses of students and group them accordingly. For example, if the project is a formal debate, I make sure each team has a few strong speakers, some students that are good at researching, and others that are strong writers. Throughout the year as students get used to their classmates and working in groups will begin to step out of their comfort zones, but in the beginning it is really important you play to their strengths to help them feel like they are set up to succeed.

2. USE MODELS AND RUBRICS TO SET THE PROJECT EXPECTATIONS AND GOALS
It is the worst when you have spent 3 weeks on a project, students turn in or present their work, and the quality is nowhere near what you were expecting. To help avoid this, make the project expectations clear to students by passing out and reviewing the rubric, and showing them samples or models. One counter argument I always hear is "but if I show them a model, they just copy it." If your project is set up to be engaging and encourages creativity, students won't copy the sample.
The sample you show them doesn't have to be a model of exemplary work... in fact it's almost better if it's not. That way you can have students analyze the strengths and weaknesses of the model and find ways to make improvements for their own project. Have them review the final grading rubric, allow them to ask any clarifying questions, and grade the sample. It will help them realize what an "A" project should look like.

3. HAVE CLEARLY DEFINED STUDENT ROLES
In order to avoid some students in the group working a lot harder than others, have defined job roles for the project along with formative checkpoints to make sure they are progressing. For example, for a forensic crime scene project, group roles could include: evidence collector, crime scene photographer, forensic science specialist, and reporter. Naturally, not every group role will have the exact same amount of work, so they need to learn how to help each other (more on this with tip #9).

4. GIVE STUDENTS SOME FREEDOM OF CHOICE
One way to get student buy in is by letting them have some freedom to make decisions in the project. In PBL, this is called student voice and choice. You can allow students to choose which roles they want, who their audience should be, their mode of presentation (powerpoint vs brochure or poster etc). If you are worried about them having too much freedom, you can require teacher approval of whatever they decide before moving on. Overall, you will have a lot more buy-in from students when they have had an opportunity to make group decisions.

5. HAVE A GROUP NORMS CONTRACT
Even when you teach older grades, you will still have students whining "but (enter student name) just sits on her phone" or "(enter student name) never has his part ready on time." Students need to learn how to self monitor and not run to the teacher with complaints. At the beginning of the project, have the group create a norms sheet that they all agree to and sign off on. If any students are breaking the norms during the project, they should be able to more effectively monitor themselves when they have a signed document to refer back to. They can say things like "Remember when we all agreed to have our work completed on time?"

6. TEACH STUDENTS TO GIVE EFFECTIVE PEER FEEDBACK
Throughout the project, you need to have students give each other peer feedback. This will take a lot of the work load and grading off your shoulders and you will end up with higher quality work. Depending on the project, you can a) choose to have students give feedback to others within their own group, or b) have them critique the work of other groups (this only works well when groups aren't competing with each other or trying to come up with really original ideas).
Some ways you can have students give each other feedback are:

A gallery walk where students leave anonymous comments on sticky notes

Each student uses a different colored highlighter when critiquing writing assignments

Have students sit in a circle, present their progress, and give each other verbal feedback

Use sentence frames such as "I wonder if you considered...."

If you'd like some more tips on peer feedback, check out this blog post.
7. CHECK IN WITH GROUPS OFTEN, REDIRECT, AND REMIND THEM OF THE END GOAL.
If your goal of assigning a group project is for you to have a little R&R at your desk, you have the wrong idea. You need to be constantly monitoring groups, checking in, and giving guidance. Students have a tendency to have side conversations about prom, check their phones, discuss their work schedule.... you know the drill. When you are walking around monitoring progress it will help nip these behaviors in the bud.
Also, sometimes students have been working hard and won't seek you out for help, but when you sit down with the group you realize they really need some redirection and suggestions. When this happens, take out the grading rubric, remind them of the final goal, and help align what they have done with the project expectations.

8. BE WILLING TO STEP BACK AND LET STUDENTS STRUGGLE
Now, I know I just told you to redirect groups and give suggestions when needed, but this does NOT mean tell them how to complete the assignment or do any hand holding. It is 100% okay to let them struggle! Part of their growth and learning process is to struggle along the way, brainstorm solutions to any problems that arise, and learn to overcome hurdles. Some of the best projects were ones that my students whined about the most. For example, I had students create animated videos on scratch.mit.edu, an introductory coding site. Partners were assigned a cell process (such as photosynthesis or DNA replication) and had to show me an animated version of that process by making a video. Let me tell you.... they whined and cried for 2 weeks about how hard it was. The struggle was real. But by the end, they had some awesome videos to show me that they were really proud of.

9. WHEN YOUR PART IS DONE, YOU AREN'T DONE. BE A TEAM PLAYER.
When you are nearing the end of the assignment, you might catch some students sitting back with their feet up. When I would ask "why aren't you working with your group?" I would often get the response "because my part is done."
We had many classroom conversations about how nobody is done until the entire group assignment is completed. There is ALWAYS work to be done. Sometimes it is helpful to give students a checklist of things they can do when their part is completed. It could include:

Going back and editing

Offering help to a team member who isn't completed with their portion

Reviewing the grading rubric to make sure they have met all the expectations

Adding any extra touches (such as animated graphics to a powerpoint)

10. EVALUATE AND REFLECT
I always allow students to peer evaluate their group members at the end of a group assignment. It's not fair for everyone to receive the same grade if they didn't do equal amounts of work. Give students a grading rubric (it can be simple: rate your peer on a 1-5 scale on these 3 criteria) and have them rate their group members. I always tell them to be completely honest- no one will see the papers but me.
Once the group project is over, I also think it is valuable to have a classroom discussion on what went well and what didn't go well. How can we work better next time? Where did we fall short? Where did we exceed expectations? (These conversations are really valuable for you as the teacher so you can learn what to modify and tweak for the following school year). When students worked exceptionally hard, I would always try and have some sort of reward. It can be as simple as buying a box of otter pops or having a movie day (ideally related to the project), but allowing students to have a break at the end of a project giving them a brain break is always appreciated.

I hope you found some of these tips helpful and try a group project or two this year!

Viewing stomata is a fun one-day lab during your photosynthesis or plant unit. The first time I had students do this lab, I got out razor blades (I know) and tried to have students cut off thin slices of the leaf. Needless to say it didn't work out terribly well. Here is a much easier (and safer!) method to view stomata.

You will need:

Leaves

Clear nail polish (Buy a few bottles from the dollar store- they will last you years)

Microscopes and slides

Clear cellophane tape

Procedures:

1. Obtain your leaf samples. There is a ficus tree right outside of my classroom door, so that is what I use every year. However, any broad flat leaf should work. (Note: if you are trying out a new leaf type, be sure to test it yourself before doing it with students).

2. Give each student a leaf and a microscope slide.

3. Have students paint a THIN layer of clear nail polish on the under side of the leaf in a 1 cm x 1 cm square. (If they do it too think it will take forever to dry). I buy three bottles of polish and it takes a few minutes for them to be passed around.

4. Allow the nail polish to dry completely, and then place a piece of CLEAR cellophane tape over the nail polish. Matte tape won't work. Also, students need to make sure they aren't leaving fingerprints on the tape before use.

5. Using their fingernail or school ID, rub the tape down firmly over the nail polish.

6. Slowly peel the tape off of the leaf. The nail polish should now be stuck to the tape.

7. Place the tape directly onto the microscope slide and place it under the microscope. Depending on the leaf type, students will generally need to be on at least 100x to see them clearly.

I generally show students up on the board what stomata look like because they are often confused as to what they are looking at. Since the slide is tape and not a wet mount, there will be air bubbles students need to ignore. I tell them to look for round mouth-like structures (see the image below).

It would be a fun extension activity to have students look at different leaf types and compare the size of the stomata.

If you would like a free powerpoint I created for this lesson, click here to download it. Enjoy!

If you haven't used small student whiteboards in your classroom, I promise you, you are missing out. As soon as the whiteboards come out, I have automatic buy-in from students. Students love writing on them, and as a teacher I love them because they are great for visual learners, and they are an easy way to quickly assess student learning. Since it is so easy to erase and fix mistakes, students don't feel pressured to have the right answer all the time. They create a fun and low-stress environment.

While they aren't ideal for every activity, here are some times you can bring them out:
1. When Introducing a New Topic
I love getting out whiteboards when we are learning a new topic and students need the ability to mess up, erase, try again, and master a new skill. If you teach biology like I do, pedigree charts, punnett squares, or mapping out dichotomous keys are great examples of times students need to erase and try again. (Tip: instead of wasting paper towels, bring in old rags or socks and use them as erasers instead).

2. Experimental Design
Doing a lab where students need to design an experiment? Having lab groups whiteboard out their experimental set up really helps them talk through the process before beginning (see image below for a 5 second rule bacteria lab). I usually make lab groups call me over and get teacher approval before grabbing their supplies. I'll ask them to explain their set up to me, clarify their variables, and make sure their experiment is controlled before beginning. If you use CER (claim, evidence, and reasoning) at the end of your labs, whiteboards are another place they can map out their findings.

3. Giving Peer Feedback
One of the first official whiteboard PD's I took was based on modeling instruction which relies heavily on whiteboard use. Without going into a bunch of detail, students use whiteboards to draw models of science concepts. Once drawings are complete, the class holds a whiteboard session where we would stand up and face each other in a large circle, and give feedback on other groups' whiteboard data. This could also be applied to ADI's argumentation sessions. It takes a few times for students to get the hang of asking appropriate questions and giving helpful feedback, but once they get the hang of it you as the teacher can step back and let students discuss their learning without much guidance (which is pretty amazing to watch).

4. Showing Progression of Learning
Do you ever have students write things down that you want to refer back to throughout the unit? For example: do you ever have students brainstorm what they already know about a topic to identify misconceptions? If you are trying out project based learning, do you have your students write out their need-to-knows and update them throughout the project? Sometimes I have students write things down that I don't want erased for a few weeks. If you have enough whiteboards to get you through all your classes, allow students to turn in their whiteboards without erasing them, prop them up in the front of the room or window sill, and refer back to them when needed.

5. Formative Assessment
If you finished a concept and want a quick way to visually assess where students are at before moving on, whiteboards are a great tool for formative assessment. Put a practice problem on the board, have them whiteboard the answer, and hold it up for a quick visual check.

Have I sold you yet? Are you ready to run out and ask your principal to buy you some? It is much more expensive to order whiteboards from school supply companies than to just go buy your own at home depot. When you go, ask them to point you to the white tile board or panel board. It comes in large sheets (usually 96" x 48") but they will cut it down for you to your desired size. So come prepared with dimensions in mind based on the size of your student desks.

Once you get the whiteboards back to your classroom, there is one magic step you don't want to miss to keep them looking white and shiny for years to come: car wax. Before you hand them over to your students, grab an old rag and some turtle wax and give them a nice coating. This will keep your whiteboards erasing well. I do this about once a year and my 10 year old whiteboards still look practically brand new.

Don't have the budget for whiteboards? Or are you interested in some other options? Here are a few other options I've tried you might be interested in:

Do you have any other white boarding tips to share? Feel free to drop them in the comments below!

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If you want to introduce the CER method to students or have them practice periodically, using video clips is a fun way to go. (If you aren't familiar with the CER method, check out this blog post on ways you can use it in your classroom).

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The following simulations come from the Ocean Sciences Sequence for Grades 6-8: The Ocean-Atmosphere Connection and Climate Change. Each simulation is part of a complete activity or series of activities on a particular topic within the curriculum sequence. However, the simulations are intended to stand alone, independent of the curriculum, as well. Below are suggested activities for use with the simulations independent of the curriculum. If you are interested in learning more about the middle school units from which these simulations were excerpted, please visit the OSS 6-8 webpages.

HTML5 versions of the animations were made possible through funding from the National Marine Sanctuary Foundation, award
Heat Energy and Moving Molecules Density of Liquids and Ocean Currents Can Climate Change affect Ocean Currents? The Carbon Cycle and Climate Change
Heat Energy And Moving Molecules

The following simulation activities derive from Session 1.1 and 1.2 of the OSS 6-8 curriculum. Through the first simulation activity, students explore thermal expansion of water at the macro and molecular levels. Through the second simulation activity, students begin to explore and compare water's capacity to absorb and store heat energy in contrast to air.

Guiding Question: How does heat energy affect water?

Click image to launch simulation. (HTML5, new window)

1. Explaining the model. This picture shows a room temperature bottle of water with a cork stuck in the top of the bottle and a glass tube pushed through the cork into the top of the water. Notice the water in the bottle reaches the bottom of the cork. The water line in the glass tube is just below the top of the bottle. In this model, the light will be switched on for 10 minutes. The light bulb gives off light and heat.

2. Predict what will happen. What do you predict will happen to the water in the bottle? What makes you think that?

3. The simulation. This simulation shows what happens to water molecules when water is heated. Notice the thermometer inside the bottle, temperature display, glass tube with hole in the top, and light bulb (which is off).

4. Start Simulation. Click "ON" and notice the time elapsed.

5. Movement of molecules. Watch the simulation. What do you notice is happening to the water molecules as the water is heated? How would you describe the movement? How would you describe the space between the molecules? Do the molecules themselves get bigger? How much does the temperature increase?

6. Movement of water in tube. While watching the simulation, notice what happens to the water level in the tube. [It rises].

7. A model isn't exactly the real thing. Stop the simulation. Remind students that the simulation is a model. The model is helpful for showing the movement of water molecules; of course, molecules are much smaller than they appear in the simulation and they don't look like colored dots.

8. Revisit the Guiding Question. How does heat energy affect water? What is your evidence?

Click image to launch simulation. (HTML5, new window)

_____________

Guiding Question: How does heat energy affect water and air?
(If you looked at the simul ation activity above, c ompare what you now know about water to air.)

1. Explaining the model. This investigation will use two tightly sealed bottles - one filled with water and one containing air. Both bottles are at room temperature. A lamp will provide heat energy to both bottles equally.

2. Predict what will happen. What will happen to the temperature of the two bottles receiving heat energy? Which bottle do you predict will heat up faster? Do you think water molecules will behave diferently than air molecules when heat energy is added? What makes you think that?

3. T he simulation. This model is showing what happens to water and air molecules when heat is added. Notice the thermometer inside each bottle, the temperature displays, the sealed bottles, and light bulb (which is off). This simulation is based on scientific evidence about how molecules move. What do you notice? Does the air or the water have more matter in it?

4. Start Simulation. Click "HEAT ON" and take note of the time elapsed and temperature displays. What do you notice?

5. Discuss. Why did the water heat up more slowly than the air? If no one mentions it, share that part of the reason is that water has more stuff in the same amount of space, so it takes more energy to get all the molecules moving more.

6. Introduce the term absorb. Absorb means to take in. Explain that water molecules can absorb a lot of heat energy before they start moving more.

7. Stop Simulation. After 5 minutes click "HEAT OFF". The timer will continue to run as the bottles cool down. What happens to the air and water molecules when the heat is turned off? [The air molecules quickly slow down, while the water molecules slow over a longer period of time]. What happens to the temperature in the two bottles? [ The temperature drops quickly back to starting temperature in the air bottle, and the temperature stays roughly the same in the water bottle]. Continue to watch the simulation.

Click image to launch simulation. (HTML5, new window)
3. Run the simulation.
8. Introduce the term heat reservoir. Scientists call water a heat reservoir because water absorbs a lot of heat energy before it warms up and it holds onto the heat for a relatively long time before the heat energy is released and the water cools down.

Density of Liquids and Ocean Currents

The following simulation activities derive from Sessions 1.6 and 1.9 of the OSS 6-8 curriculum. Students explore the concept of density, in particular the density of liquids, and how denser substances sink below substances that are less dense. In the second simulation activity, they apply these ideas as they predict, observe and explain density-driven currents in a model ocean.

Guiding Question: Why are some liquids denser than others?

Click image to launch simulation. (HTML5, new window)

1. Explaining the model. This picture shows a large liquid filled tank in the center and a selection of liquid filled balloons to the right hand side and alternative liquid filled tanks to the left. In this simulation, different balloons can be placed into the tank of liquid in the center to see if and how the balloons sink or float. The liquid in the tank can also be changed. The simulation also allows the user to select a molecular view, to observe the relative number and proximity of the molecules in each liquid.

2. Demonstrate an investigation. Explain that in this selected tank there is room temperature water and into it you will drop a balloon filled with salt water. Ask the students to predict what will happen to the balloon and explain why they think that.

4. Molecular View. Reset the simulation to show the molecular level in the balloon. Drop the salt water balloon in the room temperature water tank again. Have students describe what they notice to a partner. [There is more "stuff" (matter) in the salt water. The molecules are closer together.]

5. Design investigations and predict what will happen. Have students select a liquid for the tank then predict how the balloons containing different liquids will behave when they are added to it. Ask students to explain why they think this will happen.How would you explain what density is to someone who had never heard about it before?

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The following simulation activity derives from Session 1.8 of the OSS 6-8 curriculum. Students explore nine different model oceans in which currents are created, to help them build an explanation for what causes ocean currents. If students explored the Density of Liquids mini activity above, they will bring the understanding that denser substances sink below substances that are less dense, and that cold water is denser than warmer water, and salty water is denser than less salty water.

Guiding Question: What causes ocean currents?

1. Define the term current. A current is defined as water flowing in one direction across some time and distance.

2. Review density of water in the ocean. When ocean water becomes warmer or colder or saltier the relative density of that water changes. These density differences cause the water to move.

3. Explaining the models. Each of the 9 models involve a large tank containing freshwater or saltwater and a cup, clipped inside the tank. The cup is filled with freshwater or saltwater or ice and the contents are colored so that we can see where they are. There is a pushpin making a small hole in the side of the cup which can be removed, to allow the cup's contents to flow out into the tank. The density of the water in the cup and the density of the water in the tank will this current of water.

Click image to launch simulation. (HTML5, new window)

4. Predict what will happen. Explain to the students that Model Ocean #1 contains room-temperature freshwater and the cup, with the pushpin stuck in the side, has colored hot freshwater in it. Ask them to predict where the colored hot freshwater will go. Will it flow along the bottom of the tank, across the top, or will it just flow everywhere?

5. Run the simulation for Model Ocean #1. Have the students observe what happens when you run the simulation for Model Ocean #1. Ask the students to discuss what they noticed and try to explain why the current moved in the way that it did.

6. Making Sense of Ocean Currents. Have the students make predictions for each of the models,(especially Model Ocean #4 and #8). As they observe the simulation models, ask the students to discuss what they notice and try to explain why the currents move in that way. [All the models have denser substances sinking below substances that are less dense.]

Click image to launch simulation. (HTML5, new window)

7. Density-driven Currents. Explain that these vertical ocean currents are driven by differneces in density. The differences in density are caused by differences in temperature of the water or differences in the amount of salt in the water. Students may be able to think of places in the ocean where the water is warmer, colder, less salty and more salty, where these kinds of currents may occur.

Can Climate Change affect Ocean Currents?

This simulation activity derives from Session 3.7. in the OSS 6-8 curriculum. Students use a computer simulation to make predictions about what will happen to sea ice, salinity, and the flow of North Atlantic Deep Water when atmospheric temperature is increased near Greenland. They learn that the temperature of Earth's atmosphere affects ocean currents.

Students will need to understand that ocean currents are being driven by the concept that denser substances sink below substances that are less dense, and that colder water is more dense than warmer water and saltier water is more dense than less salty water. These concepts are reinforced in the previous simulation activity.

Guiding Question: Can climate change affect ocean currents?

1. Introduce North Atlantic Deep Water. Off the coast of Greenland in the North Atlantic, very cold, very salty water sinks down to the bottom of the ocean and slowly flows towards the Equator, this is called North Atlantic Deep Water, NADW. This sinking water is one of the major drivers of the Great Ocean Conveyor Belt. This mass of very cold, salty dense water is formed in the North Atlantic due to evaporation and cooling as the water moves to the Arctic; as sea ice forms, the water becomes even more salty, making the water even denser.

2. Explaining the model. This computer simulation will allow students to investigate how changes in air temperature and therefore saltiness of ocean water (due to melting sea ice) can change ocean currents. This picture shows a side view of the North Atlantic ocean with Greenland on the left of the screen and the Equator over on the right[ This is represented by the green arrows in the model].

The Carbon Cycle and climate change

These simulation activities derive from Session 2.7 and Session 3.10 in the OSS 6-8 curriculum. Students use this model of the carbon cycle to learn about carbon reservoirs and how carbon flows into and out of these reservoirs. In particular they focus on the amounts of carbon moving between reservoirs through Natural Carbon flows and the Carbon flows due to Human Industry. In the second simulation activity, they explore effects to the carbon cycle, in particular, carbon in the atmosphere and ocean reservoirs, if certain changes are made to human activities. We do not talk about the connection between increased carbon in the atmosphere and climate change here, this is addressed in other sessions in the OSS 6-8 curriculum.

Guiding Question: How does human industry affect flows of Carbon in the Carbon Cycle?

1. Explaining the Model. This picture shows a carbon cycle. The objects (cow, tree, ocean, soil, etc) are carbon reservoirs [- a place where carbon is stored], the arrows represent carbon flows [-carbon moving from one reservoir to another]. This simulation allows the user to focus on different views of the carbon cycle (reservoirs only; natural flows; human industry flows; natural flows into the atmosphere; flows out of the atmosphere; all flows into the atmosphere; and, all flows) by clicking on these title descriptions, found at the top of the screen.

4. Ask the Guiding Question. Ask students to turn and talk to one another about this question, "How does human industry affect flows of carbon in the Carbon Cycle?' The Carbon Cycle in this view shows no carbon flowing from one reservoir to another that is caused by humans, do the students think some arrows should be added to the Carbon Cycle? What are some human activities that might cause carbon to move? Where do they think these arrows should go? What is their estimate for the amount of carbon that is flowing along these flow arrows? [ If students need prompting, draw their attention to the 'Fossil Fuels: natural gas, crude oil, coal' carbon reservoir on the Carbon Cycle simulation, mention that we make cement from limestone, and how humans change the way land is used.]

7. Investigating the Carbon Cycle Mathematically - total Flows into and out of the Atmosphere. Explain that scientists often use math to understand Earth Systems such as the Carbon Cycle, and that is what they will do now. Click on the Flows out of Atmosphere tab on the simulation, and have the students tally the total amount of carbon flowing out of the atmosphere, in gigatons/year [ add all the green arrow numbers together]. Explain that this is the total amount of carbon that flows out of the atmosphere each year, not counting flows from human industry, [210.1 gigatons]. Click on the Natural Flows into Atmosphere tab on the simulation, and have the students tally the total amount of carbon flowing into the atmosphere, in gigatons/year [ add all the green arrow numbers together]. Explain that this is the total amount of carbon that flows into the atmosphere each year, not counting flows from human industry,[210.08 gigatons]. Ask students what they notice about the amounts of carbon going into the atmosphere and the amount going out, [roughly the same amount is going in as going out]. Tell students that for a very long time, the flow of carbon into and out of the atmosphere has been balanced.

_________________

Simulating Changes in the Carbon Cycle

To understand the following activity students will need to understand the carbon cycle, carbon flows and carbon reservoirs, and how it is represented in this Interactive Carbon Cycle simulation, all introduced in the previous simulation activity. They also need to understand that human industry is adding carbon flows to the Carbon Cycle, (in particular, increasing carbon flow to the atmosphere), causing the flow of carbon into and out of the atmosphere to be out of balance. In this activity, students simulate actions humans can take that effect carbon flows into and out of reservoirs, and predict how they might bring the flow of carbon into and out of the atmosphere back into balance.

Guiding Question: How can we change the flow of carbon ito the atmosphere?

1. Rebalancing carbon flow. Explain to students that the total amount of carbon on Earth stays the same, but carbon is constantly flowing from one reservoir to another, it does so naturally and it does so because of human activities, this is the Carbon Cycle. Because of human activities, there is more carbon flowing into the atmosphere than out of the atmosphere.

3. Explaining the Model. This simulation is very similar to the Interactive Carbon Cycle diagram simulation introduced earlier. This simulation allows the user to select a scenario from a menu of 5 scenarios, and it will prompt us into making predictions about which reservoirs and flows will increase and decrease if certain changes are made.

5. Discuss secondary effects. Ask students to think about if there is less carbon than there otherwise would be in the atmosphere, what other flows or reservoirs might that affect? [Less flow of carbon from the atmosphere to the ocean.]

6. Make predictions for other scenarios. Have students identify scenarios from the menu that they think could decrease the carbon in the atmosphere. Have them choose one of these and discuss predictions, following the prompts on the simulation.

______________

These animations and simulations support understanding of the Ocean-Atmosphere Connection and Climate Change. They were developed for the Ocean Sciences Sequence curriculum for grades 6-8: The Ocean-Atmosphere Connection and Climate Change

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The following simulations come from the Ocean Sciences Sequence for Grades 6-8: The Ocean-Atmosphere Connection and Climate Change. Each simulation is part of a complete activity or series of activities on a particular topic within the curriculum sequence. However, the simulations are intended to stand alone, independent of the curriculum, as well.

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Resources - National Marine Educators Association

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Scuttlebutt is a moderated, open list. Messages of broad interest to the national marine education community are appropriate. Commercial messages and forwards from other lists are generally not accepted. Spam screening is applied. NMEA does not sell or distribute the Scuttlebutt subscription list.

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Teachers | UCAR Center for Science Education

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Supporting weather and climate learning, The UCAR Center for Science Education provides online educational resources and professional development opportunities for educators.

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The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

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William D. McDowell Observatory | New Jersey Sports and Exposition Authority

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The telescope has several special filters designed to help minimize the effects of the area's light pollution. The precision instrument also includes specialized cameras to photograph various astronomical objects, a photometer to measure the brightness of stars and study how they vary over time, and a spectroscope to analyze wavelengths of light to determine the chemical composition of light-emitting objects.

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The NJSEA Center for Environmental and Scientific Education provides increased educational opportunities and experiences for the more than 40,000 residents, tourists and students who visit the Meadowlands Environment Center (MEC) every year.

The 10,000 square foot building is an expansion of the MEC. Established in 1982, the MEC is operated by Ramapo College of New Jersey. The MEC provides a diverse lineup of environmental activities and workshops as well as a comprehensive environmental educational program for students in grades K through 12. The MEC education programs teach children about the value of the Meadowlands, incorporating hands-on educational instruction, which supplements core curriculum content standards taught in our schools.

The idea for the new Center began when members of the NJSEA staff visited a private school in Somerset County designed using U.S. Green Building Councils Leadership in Energy and Environmental Design (LEED) principles. The NJSEA decided it would be a worthwhile endeavor to provide this type of learning environment where staff could incorporate green building elements into the curriculum and bring this special environment to children within the Meadowlands District and beyond.

The Center is a strong example of how the NJSEA has become a leader in green building design. It contains several classrooms, science labs and a multipurpose room, and will play a major role in the MEC green building practices curriculum. The William D. McDowell Observatory, as well as the Center's classrooms and labs, has received LEED Platinum Certification.

The Center for Environmental and Scientific Education will serve as an example for municipalities and businesses in the District that seek to incorporate green building practices in their own projects. The NJSEA's commitment to green building is also demonstrated through its regulations, which offer incentives to developers and property owners in the Meadowlands District who build to LEED standards.

THE CENTER AS A GREEN SCHOOL

In keeping with the NJSEA's commitment to renewable energy and environmental stewardship, the children who utilize the center will learn through example by seeing how this building works to be energy efficient and environmentally friendly. LEED emphasizes state-of-the-art strategies in six areas:

SUSTAINABLE SITE DEVELOPMENT

NJSEA Landscape Architects developed an overall landscape layout incorporating the grounds of Richard W. DeKorte Park with its sustainable landscaping featuring plants native to the region.

WATER SAVINGS

* Infrared sensors on bathroom sinks

* Use of low-flow toilets and fixtures and waterless urinal for water use reduction

ENERGY EFFICIENCY

* 165 rooftop solar panels to generate electricity for the building's power needs

* Motion-sensitive lighting controls that automatically shut off lights when rooms are not in use

* Solar tubes in the ceiling to allow natural light to come into the Center and reduce reliance on traditional power sources

MATERIALS AND RESOURCES SELECTION

* Use of Forest Stewardship Council (FSC) certified wood

* The Center's design includes the use of recycled and specialized building materials

* Use of materials extracted, processed, and manufactured regionally

* Use of low-emitting volatile organic compound (VOC) building materials

INDOOR ENVIRONMENTAL QUALITY

* Energy-efficient heating, ventilation and air-conditioning systems

* Fume hood in Chemistry Lab

INNOVATION AND DESIGN PROCESS

* LEED Accredited Professional Advisor

* Green housekeeping program will utilize only environmentally friendly cleaning supplies

* Educational Outreach Programs

* Exemplary performance for on-site renewable energy

* Exemplary performance for projected water savings

EDUCATION AT THE CENTER

The Center for Environmental and Scientific Education, in conjunction with the Meadowlands Environment Center, will provide a comprehensive environmental education for schools and the general public.

Environmental Educational programming spans the spectrum of K-12, undergraduate, graduate and continuing education. There are also programs for people living with disabilities, providing participants with hands-on educational opportunities within the core sciences and astronomy.

Ramapo educators teach the K through 12 programs, which meet New Jersey Core Curriculum Content Standards, providing a valuable supplement to the student's education. Students have the opportunity to study ecology, chemistry, biology, physics, natural history and geology. Outdoor field-based lessons centered on the New Jersey Meadowlands marsh ecosystem inspire awareness and stewardship of the Meadowlands and its wildlife. Students observe plants and animals specific to our environment which in turn fosters an interest in science and increases their scientific literacy. Those who utilize the Center for Environmental and Scientific Education will learn by example how the building works to be energy efficient and environmentally friendly.

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The NJSEA Center for Environmental and Scientific Education provides increased educational opportunities and experiences for the more than 40,000 residents, tourists and students who visit the Meadowlands Environment Center (MEC) every year. The 10,000 square foot building is an expansion of the MEC. Established in 1982, the MEC is operated by Ramapo College of New Jersey.

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Engage with National Geographic Explorers and transform learning experiences through live events, free maps, videos, interactives, and other resources.

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An online resource from the Geological Society, aimed at students aged 14 - 16. Learn how the theory of plate tectonics has developed, what happens at different plate margins, and the tectonic history of the UK.

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Science Learning Hub Pokapū Akoranga Pūtaiao

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Science Learning Hub Pokapū Akoranga Pūtaiao

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Explore our science education resources by topic

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Climate and energy topics are a natural fit for NGSS. These subjects weave together science concepts with analyzing evidence, examining relationships between different parts of the Earth system, designing and evaluating solutions, and communicating findings.

Retooling our teaching with the Next Generation Science Standards is exciting, but also daunting. We've provided several tools to ease the transition and help you find useful materials and assemble them into complete lesson plans.

Find NGSS-tagged materials in the CLEAN collection

Every item in the collection is tagged with the standards it meets. From there, we have three ways to find what you need.

1. Use the NGSS browse to find areas with the most overlap in NGSS.

This is a subset of the CLEAN collection with the most relevance to NGSS, brought to you by a quick and intuitive search tool.

Use the filters to sort by any NGSS standard, grade level, topic, and/or keyword.

3. Grab an overview to search by a specific standard.

Skim the Performance Expectations and Disciplinary Core Ideas that are in the CLEAN collection. These expandable tables show you where CLEAN resources match up with PEs and DCIs, and link to the relevant materials.

Design your own three-dimensional classroom units

An overview, videos, planning template, and planning flowchart are all geared toward getting your creative ideas organized into a concrete lesson. Also includes three, ready-to-use examples.

Earth Science Investigations

Earth Systems Investigations are four-step investigations that present a real-world problem designed to elicit student interest. Each step in the investigation includes one or more of the eight science and engineering practices. Educators can build a learning path with resources from the CLEAN Collection and other trusted sources. Design your own or use two ready-made examples.

Watch webinars about teaching with NGSS

CLEAN and NGSS

This webinar demonstrates how the CLEAN collection of educational resources are aligned to the Next Generation Science Standards (NGSS) and how CLEAN supports 3-dimensional learning. Learn how to search the CLEAN collection by NGSS climate and energy topics and at-a-glance standards tables.
Presenter: Cheryl Manning, Earth Science Educator & NESTA President.
Watch an archived version | Check for upcoming editions of this webinar

Get Started Guide: Create Your Own Climate and Energy Units

This webinar introduces the CLEAN Get Started Guide and its downloadable lesson planning resources to help you create their own climate and energy units and highlights three ready-to-use unit exemplars. This step-by-step guide incorporates the CLEAN collection of climate and energy resources and the NGSS three-dimensional instructional model. Presenter: Jennifer Taylor, Curriculum Development & Project Coordinator CIRES Education Outreach.

Watch an archived version | Check for upcoming editions of this webinar

Climate Change Across Science Disciplines and Grades in NGSS (draft)

Explore several different analyses of NGSS standards related to the topic of climate change. These detailed analyses can provide insights into where climate change and foundational topics are likely to be taught from grades K-12.

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teach the earth incorporating societal issues climate change

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Climate and energy topics are a natural fit for NGSS. These subjects weave together science concepts with analyzing evidence, examining relationships between different parts of the Earth system, designing and evaluating solutions, and communicating findings. Retooling our teaching with the Next Generation Science Standards is exciting, but also daunting.

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Teacher resources and professional development across the curriculum

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The NEED Project - National Energy Education Development Project

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NEED is a nonprofit organization dedicated to promoting an energy conscious & educated society. Specializing in K-12 energy education.

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Send Your Name to Jupiter's Moon Europa

Go farther with NASA - all the way to Jupiter's icy moon Europa. Sign up to send your name on NASA's Europa Clipper spacecraft by Sunday, Dec. 31.

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The Space Station Turns 25

The International Space Station advances scientific knowledge in Earth, space, physical, and biological sciences, for the benefit of all.

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Globular Cluster Omega Centauri Looks Radiant in Infrared

A cluster brimming with millions of stars glistens like an iridescent opal in this image from NASA's Spitzer Space Telescope. Called Omega Centauri, the sparkling orb of stars is like a miniature galaxy. It is the biggest and brightest of the 150 or so similar objects, called globular clusters, that orbit around the outside of our Milky Way galaxy. Stargazers at southern latitudes can spot the stellar gem with the naked eye in the constellation Centaurus. Globular clusters are some of the oldest objects in our universe. Their stars are over 12 billion years old, and, in most cases, formed all at once when the universe was just a toddler. Omega Centauri is unusual in that its stars are of different ages and possess varying levels of metals, or elements heavier than boron. Astronomers say this points to a different origin for Omega Centauri than other globular clusters: they think it might be the core of a dwarf galaxy that was ripped apart and absorbed by our Milky Way long ago. In this new view of Omega Centauri, Spitzer's infrared observations have been combined with visible-light data from the National Science Foundation's Blanco 4-meter telescope at Cerro Tololo Inter-American Observatory in Chile. Visible-light data with a wavelength of .55 microns is colored blue, 3.6-micron infrared light captured by Spitzer's infrared array camera is colored green and 24-micron infrared light taken by Spitzer's multiband imaging photometer is colored red. Where green and red overlap, the color yellow appears. Thus, the yellow and red dots are stars revealed by Spitzer. These stars, called red giants, are more evolved, larger and dustier. The stars that appear blue were spotted in both visible and 3.6-micron-, or near-, infrared light. They are less evolved, like our own sun. Some of the red spots in the picture are distant galaxies beyond our own.

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NASA.gov brings you the latest news, images and videos from America's space agency, pioneering the future in space exploration, scientific discovery and aeronautics research.

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Education GeoSource compiles geoscience education resources from a variety of organizations, providing credible and accurate Earth and Space Science resources for all ages. Visitors have access to thousands of free resources, from lessons to outreach and teacher professional development, for use in classrooms, scout programs, or at home.

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Virtual Power Plant Tour | Xcel Energy - Energy Classroom

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What's 15 stories tall, weighs 8 million pounds, and hangs from the ceiling of a power plant? What goes 'round and 'round and blows off steam? And what happens inside of a baghouse? Let's find out!

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Whether you're an undergraduate faculty member or a K-12 science teacher our suite of partner projects has materials you can use today. Connect with a community of peers as they share what really works in their classrooms.

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This report comprises a set of essays created during a two-and-a-half day writing workshop held in April 2012 at Carleton College in Northfield, Minnesota. The goal was to develop a retrospective review that captured the nuanced outcomes and impacts of the National Science Digital Library (NSDL).

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NSF GRANTED project for the Colleges of Liberal Arts Sponsor Programs (CLASP) community

New grant work begins with the Colleges of Liberal Arts Sponsored Programs (CLASP) community, funded by the NSF GRANTED program and led by Carleton College.

Exciting changes coming to the Earth Educators' Rendezvous

This year marks the 10th anniversary of the Earth Educators' Rendezvous (EER), and time for us to reflect on what we've learned over the past ten years about running a conference and the evolving needs of the geoscience education community. Based on what we've learned, NAGT is adapting our approach. Starting in 2024, the EER will move to an every-other-year schedule. We will host the 2024 EER in Philadelphia as planned, and then the next EER will be in 2026 and every other year thereafter. The extended timeline gives us the opportunity to host a high-quality meeting that also makes best use of the financial resources, dedicated staff, and generous volunteers that make the meeting run. In addition, we are excited to move to this model in which we have more time to coordinate and develop synergies between EER and all of NAGT's other professional development programming. We look forward to seeing your ideas and proposals for the 2024 Earth Educators' Rendezvous in Philadelphia, and we'll let you know more about EER 2026 soon!

Cathy Manduca Receives Friend of the Planet Award from the National Center for Science Education

Cathy Manduca, founding director of SERC, was named a 2023 winner of the National Center for Science Education's Friend of the Planet award.

New IGUaNA Teaching Module on Gravity and Magnetics

A new teaching module from IGUaNA is available online. This 3-unit geophysics module introduces students to the fundamentals of exploring the subsurface with gravity and magnetism.

SERC Welcomes New Science Education Associate, Rory McFadden

We are excited to announce Rory McFadden will be joining SERC this June as a new Science Education Associate.

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Students explore how different materials (sand, gravel, lava rock) with different water contents on different slopes result in landslides of different severity. They measure the severity by how far the landslide debris extends into model houses placed in the flood plain. This activity is a small-scale model of a debris chute currently being used by engineers and scientists to study landslide characteristics. Much of this activity setup is the same as for the Survive That Tsunami activity in Lesson 5 of the Natural Disasters unit.
This engineering curriculum meets Next Generation Science Standards (NGSS).

Pre-Req Knowledge

A basic understanding of gravity and friction is critical to understanding landslides. A familiarity with geological events (volcanic eruptions, earthquakes and tsunamis) is helpful to understanding landslide causes and effects.

Learning Objectives

After this activity, students should be able to:

Define landslides as the result of gravity and friction acting on different types of earth (rock, soil, sand, gravel, etc.).

Relate that different types of materials create different landslide dynamics.

Explain that water adds weight to landslide materials and reduces friction, increasing landslide dangers.

Describe that studying landslides allows engineers to determine where and how to construct buildings to protect people from landslides, and to develop structures for protecting buildings from landslides.

Educational Standards

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (Grades 3 - 5) More Details
View aligned curriculum

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (Grade 4) More Details
View aligned curriculum

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. Testing a solution involves investigating how well it performs under a range of likely conditions.

Cause and effect relationships are routinely identified, tested, and used to explain change. Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.

Suggest an alignment not listed above

Materials List

Each group needs:

Model House Template

Cardstock, 1 sheet, for construction of model houses

Transparent tape

Scissors

Markers, colored pencils, or crayons to decorate houses

2 small paper cups; one for water, one for test material

Mini-Landslide Worksheet, one per student

To share with the entire class:

Note: Most of the following materials can be reused, some for the Survive That Tsunami activity in Lesson 6 of the Natural Disasters unit.

2 ft (.6 m) section of plastic downspout (available at hardware stores; ~$5)

1 small bag of sand

1 small bag of gravel

1 small bag of volcanic (lava) potting rock (available at garden and landscaping stores)

Plastic bins to hold, wet and store the sand, gravel and volcanic potting rock (optional, but helpful)

1 large, shallow, plastic waterproof tub (8-in x 14-in x 30-in or 20-cm x 36-cm x 76-cm, clear plastic is better but not necessary)

Plastic scoop (optional, or use small paper cup)

Duct tape

Scissors (to cut downspout plastic)

Ruler (or tape measure)

Stack of books, stool or chair, to support downspout

Introduction/Motivation

Not all hills and mountains are made of the same materials. There are different types of rock, sand and soil found everywhere. Have you played with sand before? How about modeling clay? If you made a castle out of each of these materials, which one would be more likely to fall down? (Answer: The one made from sand.) One hillside made of a certain material (or materials) may be more stable than another of the same size and shape. Also, when you add water to different materials, it is hard to predict what might happen. The material something is made of is important to how well it holds up or how strong it is. Landslides are the result of gravity and friction acting on these different types of earth materials (rock, soil, sand, gravel, etc.). The best thing that an engineer can do is to develop a model of the different materials and see what happens in a landslide.

To give you an idea of how important building a model can be to predicting a landslide, let's use the example of a city in South America near the Andes Mountains that was in the path of a landslide in 1999 (see Figure 1). This city was buried in almost 1.8 million tons (1.6 million metric tons) of mud, rock, sand and other debris from the landslide. Full-size, 18-wheeled dump trucks carry about 80,000 pounds (40 tons or 36 metric tons). It would take 45,000 of these trucks to carry this much stuff away. That's a lot! Building a model of possible landslide areas helps engineers and scientists predict just how much earth material might cover a city.

Today, we are going to have some fun and learn more about landslides by creating our own mini-landslides. We are going to build mini-houses, too, and see if they get wiped out by the landslides. Since not all hills and mountains are made of the same materials, we are going to test a couple of different situations. Scientists and engineers perform these same types of experiments to understand how real-life landslides work-let's give it a try!

Vocabulary/Definitions

The scattered remains of something broken or destroyed; rubble or wreckage.

Debris flow: A churning, water-saturated mass of rock, soil and organic matter that rushes down mountain slopes, typically originating as a landslide. (Source: USGS)

Force that resists the relative motion or tendency to such motion of two bodies in contact.

The natural force of attraction exerted by a celestial body, such as Earth, upon objects at or near its surface, tending to draw them toward the center of the body.

The downward sliding movement of a mass of earth, rock and/or other fill, under the influence of gravity.

(noun) A small object, usually built to scale, that represents in detail another, often larger object. (verb, as in computer modeling) To make a mathematical description of observed behavior (data, conditions, assumptions), for the purpose of predicting behavior.

An event that initiates a landslide.

Unstable vs. stable: Whether or not a slope is prone to landslides.

Procedure

Before the Activity

Gather materials and make copies of the Mini-Landslide Worksheet and Model House Template.

Set up the mini-landslide model activity in advance by first cutting the downspout in half so that you have two equal sections. Tip: Cut through the narrow sides of the downspout to create the widest chutes possible.

Duct tape one downspout chute section to the bottom of the plastic tub, approximately in the middle of the tub, to create a shallow angle without the downspout interfering with the tub wall (see Figure 2).

Support the top end of the downspout by taping it to a stack of books, stool or chair.

With the Students

1. Divide the class into three teams (approximately 8-10 students per team).

2. Have each team use the Model House Template to construct three houses with the cardboard stock (for a total of nine houses) (see Figure 3). (This is a great time to point out to the students that they are working with geometric shapes.)

1. Next, assign each team to test the properties of one of the following materials: sand, gravel or lava rock. Each group performs three trials, assisted by the instructor, while the rest of the teams watch and record measurements on their worksheets.

2. Begin the experiment by cleaning off the flood plain and having students place their houses in three locations relative to the debris chute. During the experiment trials, students will predict whether or not certain locations are safe from the landslide. The suggested locations are 1) Two inches (5 cm) in front of and two inches (5 cm) to side of the chute path, 2) four inches (10 cm) in front of and two inches (5 cm) to the other side of the chute path, 3) six inches (15 cm) directly in front of chute path (see Figure 4). Label the houses (1, 2, 3) with numbers on the rooftops.

1. Ask the students to make predictions. Which of the model buildings will be "damaged" (moved from their original location, or worse) during each landslide trial? Have students record their prediction on their worksheets.

2. Note: For consistency throughout the experiment, make sure the sand and the chute are already damp before the first trial begins.

3. Trial 1: Make sure the chute is at the shallowest angle allowed by the bin (see Figure 5). Using a small paper cup, place a one cup of sand at the top of the chute (see Figure 5). The material should not slide down the chute at this shallow angle.

4. Next, increase the angle of the slope until the material is on the verge of sliding. Then, simulate an earthquake, a common trigger for landslides, by shaking the chute. The material is not expected to go very far on this trial. It may not even make it out of the chute.

1. Secure the chute at this angle by placing books (or a stool or chair, as necessary) under it and taping it in place. Prepare for the next trial.

2. Trial 2: This time, place the material in the chute and have a student bring you a paper cup one-quarter full of water. Pour the water into the chute above the material and observe what happens (see Figure 6). Have students record their observations on their worksheets.

1. Trial 3: The third trial is similar to the second, except with more water. Use a paper cup half full of water. Pour the water into the chute above the material and observe what happens. Have students record their observations on their worksheets.

2. Repeat this procedure with the other two teams for the other two materials.

3. Conclude with a class discussion comparing results. How good were student predictions? What did you observe? How did the steepness of the chute make a difference in the damage caused by the landslides? How did the addition of water make a difference in the severity of the landslide damage? Which material caused the worst landslides? Which landslide scenario caused the most damage? What if we combined the materials? What were the best locations in the trials? Where would the safest location be on the flood plain? How would you change the design or construction of your model house to make it survive the landslide better? How can a mini-landslide model like this help us understand the many different conditions and results from real landslides? How would students apply what they've learned to real-world landslide situations? Conduct the activities described in the Assessment section.

Worksheets and Attachments

Safety Issues

By mixing water with the sand, gravel and lava rocks, it can get messy and slippery. Conduct outside if possible.

Troubleshooting Tips

The first run on the chute when it is dry will have different results than all subsequent runs when the chute is wet. So, for uniformity, perform one run with wet material before the trials.

It is also best if the three materials are damp when performing the trials. Like the chute, the materials react differently when wet. Damp materials produce greater uniformity in spreading.

Assessment

Pre-Activity Assessment

Discussion Questions: Solicit, integrate and summarize student responses.

What would make a more dangerous landslide... one that is made of boulders or one made of sand, gravel and soil? (Answer: It depends on how far the landslide reaches. A single, heavy boulder sounds more destructive than sand and gravel, but sometimes landslides made of smaller materials can travel much further and affect more buildings and people.)

Activity Embedded Assessment

Predictions: Ask students to predict whether each model house will be damaged or moved during each type of trial in the activity, and record their predictions on their worksheets.

Post-Activity Assessment

Worksheet: Have students record on their worksheets their observations about which landslide scenario caused the most damage and compare these to their peers. How did the steepness of the chute make a difference in the damage of the landslides? How did the addition of water make a difference in the severity of the landslide damage? Which material caused the worst landslides? Which landslide scenario caused the most damage? How can model help us understand real landslides? How would students apply what they've learned to real-world landslide situations? Have student share their observations with the class. Review students' worksheets to gauge their mastery of the subject.

Re-Design Practice: Engineers use small-scale models like our mini-landslide model to experiment with different situations and designs without having to create full-size landslides. With this in mind, on their worksheets, have students list any design or fabrication changes they would make to their model houses. Also have them consider what would be safer locations for house placement. Discuss as a class.

Activity Extensions

Have students re-design and place their own new buildings to survive a landslide. Give them some limited supplies and a building size constraint, perhaps about one cubic inch (2.5 cm ²).

Each landslide material made a different pattern after it came down the chute. Have the students investigate more about the patterns made by the different materials. Then, have them create an informational flyer for an imaginary town that could be affected by a landslide from one of those materials.

Engineers often use modeling to simulate natural disasters. They create different types of models for different purposes, such as mathematical models, computer models and prototype models. Have students investigate when and why different types of models are used.

Have students work in groups of three or four to design, build and test strong mountains that can support houses through a rainstorm. Details are as follows:

1. Gather the following materials: topsoil, random objects (weed blocker, tulle, cotton balls, toothpicks, Popsicle® sticks), LEGO® pieces (3-4 pieces per group), plastic bins (1 per group), and a "rain-maker" (a plastic cup with holes punched in the bottom).

2. Have students brainstorm the things that make landslides happen.

Natural causes: poor soil structure, vibrational force (earthquakes or volcanoes), groundwater pumping, heavy erosion from wind or water

Human causes: deforestation (emphasize the impact of taking roots out of soil), construction

1. Have students design their mountains. Each should include their material in their designs, which include a plastic bin with a soil/sand/gravel mixture, some LEGO pieces to build a house, and a cup of random materials (the fewer, the better - recommend 2 cotton balls, 1 Popsicle stick, 2 toothpicks, 1 piece of mesh or tulle - scale the amount of materials they get based on their ages).

2. Tell students that they have two chances to build a mountain out of these materials. Explain the challenge and requirements:

Make your mountain as tall as possible. (This keeps groups from settling for small mounds that will never erode.)

The mountain may not be anchored by the sides of the plastic bin; it must be free-standing.

No unrealistic designs. For example, do not permit students to drape a cloth over an entire mountain. To facilitate this, make the rule that in the second iteration, the additional materials should not be visible; in other words, all materials must be used to internally strengthen the mountain.

1. Before building, give students the materials they have to work with (those materials in addition to the bins with soil mixture) and have them draw the mountain design with labels and details. Tell them they must get their design approved before building.

2. Once approved, they can build, test, re-build, re-test. At the end, leave time for clean-up (there is lots!) and some time for them to each reflect (in writing) what worked and what they would do differently next time.

References

Dictionary.com. Lexico Publishing Group, LLC. Accessed February 15, 2006. (Source of some vocabulary definitions, with some adaptation)

Lesson 5 - Landslides. Environmental Geology, Geology Education, Mansfield University, Mansfield, PA. Accessed February 15, 2006. http://www.geologyeducation.com/blackboard/lan/lanlessonsummer.html

Landslide Simulation. Environmental Geology, Geology Education, Mansfield University, Mansfield, PA. Accessed February 15, 2006. (Excellent video animation provides a realistic view of how landslide processes work and the damage that can be done by them; large, 2 MB file) http://www.geologyeducation.com/blackboard/lan/landsld.gif

Contributors Timothy S. Nicklas; Geoffrey Hill; Emily Gill; Malinda Schaefer Zarske; Denise W. Carlson

Copyright © 2006 by Regents of the University of Colorado.

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: November 2, 2018

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Students explore how different materials (sand, gravel, lava rock) with different water contents on different slopes result in landslides of different severity. They measure the severity by how far the landslide debris extends into model houses placed in the flood plain.

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Earthquakes Living Lab: The Theory of Plate Tectonics

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Earthquakes Living Lab: The Theory of Plate Tectonics

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Summary Students gather evidence to explain the theory of plate tectonics. Using the online resources at the Earthquakes Living Lab, students examine information and gather evidence supporting the theory. They also look at how volcanoes and earthquakes are explained by tectonic plate movement, and how engineers use this information. Working in pairs, students think like engineers and connect what they understand about the theory of plate tectonics to the design of structures for earthquake-resistance. A worksheet serves as a student guide for the activity.
This engineering curriculum meets Next Generation Science Standards (NGSS).

Engineering Connection

Understanding the processes that shape the Earth helps engineers design the structures in our communities to withstand powerful natural events such as earthquakes. For construction projects, especially those near active faults and coastlines, engineers consider the effects of plate tectonics. If one tectonic plate suddenly slips with respect to another plate, the release of energy can cause earthquakes that impact structures. To design adequate foundations, engineers must first understand the properties and behavior of ground and subsurface materials. They design structures with added factors of safety to account for the anticipated magnitude of earthquakes and volcanic activity in certain areas.

Scientists and engineers around the globe gather data through observation and experimentation and use it to describe and understand how the world works. The Earthquakes Living Lab gives students the chance to track earthquakes across the planet and examine where, why and how they are occurring. Using the real-world data in the living lab enables students and teachers to practice analyzing data to solve problems and answer questions, in much the same way that scientists and engineers do every day.

Learning Objectives

After this activity, students should be able to:

Identify evidence of continental movement and explain continental drift.

Explain plate movement and the consequences of that movement on landforms.

Describe how engineers design buildings for earthquake-prone areas.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

Suggest an alignment not listed above

Materials List

Each group needs:

Introduction/Motivation

(It is helpful to have a world map handy to show students the continents of the Earth.) Have you ever noticed how the continents of Africa and South America could fit together-almost like puzzle pieces? Scientists first noticed this in the early 20th century, and after decades of research, arrived at the theory of plate tectonics.

According to the theory of plate tectonics, the Earth's crust is divided into plates that are continually moving either towards or away from each other. An earthquake is what happens when two tectonic plates suddenly slip past one another. The slipping causes shaking, or vibration in the form of surface and body waves. The waves travelling through the Earth can damage the human-made structures that compose our communities, such as buildings, bridges, roadways, pipelines, schools and homes. Knowing that this might happen, engineers design structures that are better able to resist or withstand the forces generated by earthquakes. Some structures are engineered to be stronger or stiffer, while other structures are engineered to be more flexible and react to earthquake forces by bending.

Vocabulary/Definitions

continental drift: The gradual movement of the continents across the Earth's surface through geological time.

earthquake: When two tectonic plates suddenly slip past one another, creating seismic waves.

lithosphere: The outer part of the Earth's sub-surface, consisting of the crust and upper mantle.

Pangaea: The hypothetical landmass that existed when all continents were joined, from about 300 to 200 million years ago.

tectonic plates: Large sections of the Earth's crust (lithosphere) that move, float and sometimes fracture and whose interaction causes much of the planet's seismic activity as well as continental drift, earthquakes, volcanoes, mountains and oceanic trenches.

Procedure

Before the Activity

Make copies of The Theory of Plate Tectonics Worksheet, one per student.

Make arrangements so that each student group has a computer with Internet access.

Decide whether to have students pairs work together in one journal or keep individual journals.

With the Students

1. Divide the class into student pairs, and have them assemble at their computers with journals/paper and writing instruments.

2. Hand out worksheets to the groups and direct them to read through the instructions. Encourage them to explore all of the Earthquakes Living Lab, especially if they need more information to complete the worksheet.

3. Before looking at the Earthquakes Living Lab, have pairs complete the Engage section of the worksheet: What continent do you live on? Can you think of any ways the continent has changed over time?

4. Guide the teams to the Earthquakes Living Lab via the living lab website at http://www.teachengineering.org/livinglabs/index.php. Have them scroll down to the Earthquakes Living Lab section (see Figure 2). Tell students that this activity is designed around the Earthquakes Living Lab, a resource and online interface that uses real-time, real-world seismic data gathered from around the world.

Figure 2. The entry web page for the Earthquakes Living Lab.

5. Have students select the Earthquakes Living Lab hyperlink in the top left or right in the earthquakes section. Now, on the main page of the Earthquakes Living Lab website (see Figure 3), note the focus on four active seismic areas, each based on one of four historic earthquakes. Let students explore the living lab before they move on.

Figure 3. The main page of the Earthquakes Living Lab website. Note the Southern California box.

6. Have students move on to the Explore section: For this activity, select the second option, the "Southern California" box shown in Figure 3.Then click the third link on the right side of the page titled, "How have the Earth's continents changed over time?" at http://www.ucmp.berkeley.edu/geology/anim1.html.

7. Have students compare the real-time earthquake map with the map of the tectonic plates (see Figure 1). Ask the students: Do you see any correlations? Why do earthquakes occur along the plate boundaries in the Pacific but not in the Atlantic? (Answer: The plates in the Pacific are moving against each other [subduction], while the plates in the Atlantic are moving away from each other-an example of sea floor spreading.)

8. Compare the map of the world today (such as the real-time earthquake map at https://earthquake.usgs.gov/earthquakes/map/) to a map of the world 250 million years ago (called Pangaea). Use the interactive continental drift map to watch the change in the Earth's landforms over millions of years:

As you watch the animation, record at least three examples of how the continents have changed their positions over time.

If the plates continue to move in this pattern, draw a sketch of what the world might look like 250 million years in the future.

Guide students to the Explain section: Navigate back to the Earthquakes Living Lab main page and click on the second and fourth links titled, "What is the theory of plate tectonics? What evidence supports the theory of plate tectonics?" and general information on plate tectonics. (locations: http://weloveteaching.com/0sci208/lectures/earth/plate_tectonics.html and http://www.divediscover.whoi.edu/tectonics/index.html) Explore more about the theory. Read the background information and answer the following questions:

What might have caused the continents to move? (Hint: What is the name of this theory?)

Describe some important information related to this theory.

Have students move on to the Elaborate section: Find and record evidence used to explain how the continents have moved over time. In addition to the links you have already opened (for the Explain section), explore the following links listed on the worksheet to identify explanations and examples of evidence. You may also use any of the other links found on the Earthquakes Living Lab. Record your ideas in the graphic organizer on the worksheet to keep track of evidence examples and explanations found in the study of sea floor spreading, fossils, earthquakes and volcanoes.

1. Review the information compiled in your chart and explain one way the theory of plate tectonics can relate to engineering.

2. Have students complete the worksheet Evaluate section: In the early 1900s, Alfred Wegener proposed the continents were "drifting." The scientific community did not support his theory due to a lack of scientific evidence. Using what you learned in this activity, would you support Wegener's hypothesis or not? Write a two-paragraph essay that explains your position.

Attachments

Assessment

Pre-Activity Assessment

Intro Questions: Before student pairs look at the Earthquakes Living Lab, have them complete the Engage section of the The Theory of Plate Tectonics Worksheet, which asks them which continent they live on and to think of any ways the continent has changed over time. Review their answers to assess their base knowledge of the topic.

Activity Embedded Assessment

Exploring the Theory of Plate Tectonics: Have students use the living lab resources to complete the worksheet research, filling in the graphic organizer chart and sketching future continental movement. Expect students to be convinced of the theory of plate tectonics, but it is okay for them to disagree, as long as they have good reasons. Specifically, expect students to address the problems the scientific community had with Wegener's hypothesis, and whether those concerns have been answered.

Post-Activity Assessment

Evidence: To complete the worksheet,students consider tectonic plate movements along with their compiled examples and explanations in order to draw their own conclusions from the evidence presented for the theory of plate tectonics. They also suggest how what they have learned in their research might relate to engineering. Review their answers for comprehension and completeness.

Homework: As a summary assessment, assign the worksheet Evaluate section as homework. Students are asked to apply what they have learned to either support or disprove Alfred Wegener's original 1915 hypothesis that the continents are "drifting," in the form of a two-paragraph essay that explains their positions. Review students' answers for the logical use of scientific evidence as well as thoroughness and thoughtfulness.

Activity Extensions

Have students explore the other two regions in the Earthquakes Living Lab (Japan and Mexico). Assign students to research and report on historical earthquakes or buildings and structures designed specifically to withstand earthquakes.

Activity Scaling

For lower grades, skip the essay in the Elaborate worksheet section and/or conduct the activity as a class or in larger groups of three or four students each.

For upper grades, have students work individually and/or have them classify each plate boundary as transform, divergent or convergent, asking them: Which types of plate boundaries are the most concerning to people?

Other Related Information

This activity is designed around the Earthquakes Living Lab, a resource and online interface that uses real-time U.S. Geological Survey seismic data from around the world. The living lab presents earthquake information through a focus on four active seismic areas and historic earthquakes in those areas. The real-world earthquake data is viewable via a graphical interface using a scaling map.

Contributors Mike Mooney; Minal Parekh; Scott Schankweiler; Jessica Noffsinger; Karen Johnson; Jonathan Knudtsen

Copyright © 2013 by Regents of the University of Colorado; original 2013 Colorado School of Mines

Supporting Program Civil and Environmental Engineering Department, Colorado School of Mines

Last modified: January 19, 2018

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Earthquakes Living Lab: The Theory of Plate Tectonics - Activity

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Students gather evidence to explain the theory of plate tectonics. Using the online resources at the Earthquakes Living Lab, students examine information and gather evidence supporting the theory. They also look at how volcanoes and earthquakes are explained by tectonic plate movement, and how engineers use this information.

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