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1. Hook- Interview of the koozbanians:
https://www.youtube.com/watch?v=6vwm0jt0dSc
Follow up discussion:
ask students to discuss what is unrealistic about kermit being koozbain.

ask students what an extraterrestrial colony might look like.

2. Video on Biosphere 2: https://www.youtube.com/watch?v=-yAcD3wuY2Q  (16:52min)

3. Put students into groups of 2 or 3 to brainstorm the selection of a new colony group.
Limitations: only one manned mission with limited seats (6-8.)

Students should list what occupations/expertises need to be represented in the group for the colony to be successful (could also include demographic question- representation of women, men, ethnic groups, nationalities etc?)

4. Have groups share out their lists and then convince the team leader (either the teacher or a selected student) what the final list of 6 should include.

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1. Hook the students in by introducing them to a music producer or a band director (in person or via Skype) and what motivates them to make music.

2. Can you see sound? Students will create an illustration that models the music that they listen to and will explain the illustration to the class.

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1. Heighten anticipation: Read a single line from the book that eludes to the main character's appearance. Then move on to other books of slightly different reading levels (ex. Playground, Cloud Bust) that also deal with discrimination/disabilities/acceptance by peers.

2. Think: discuss the common threads/themes that exist between each novel.

3. Go deeper: Show YouTube video book trailer  for Wonder.
http://youtu.be/fgB7_KpBDss

4. Go deeper: Ask students how the expression "don't judge a book by it's cover" applies to each of the books.

5. Do: Students continue reading the novels of their choice.

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KEPLER 16b - Me and My Shadow...I'm always in good company. 

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KEPLER 16b - Me and My Shadow...I'm always in good company. 

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1. Share poster of Kepler 16b. Have students observe and identify what is strange or different. Students need to connect with the multiple shadows.

2. Discuss how shadows are formed and how multiple shadows are possible to form.

3.Show videos on Kepler 16b. (see below) and hand shadow puppets.

(Video: www.youtube.com/watch?v=oWQ3Ep3NdiA )

4. Have students use lights to create hand shadow puppets of varying sizes.

5. Students are asked to compare how the length of their shadow changes using lights and distance. Students need to use 3 lights to create shadow lengths 0.5. 1, and 1.5 times their height.

Extension:

6. Students record each length in inches using scientific notation.

7. Students use dimensional analysis to convert their shadow lengths from standard units of measure to metrics expressing each length in scientific notation.

8. Students use their recorded data to determine differences in magnitude by finding how many of each shadow is needed to reach the moon, sun, mars, wrap around the earth, and reach the earth's core.

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Mars Science Laboratory Curiosity Rover Animation

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NASA's Kepler Mission Discovers Kepler-16b, A Planet Orbiting Two Suns

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NASA's Kepler mission has turned fiction into fact. A world with a double sunset that was first imagined in "Star Wars" over 30 years ago in a galaxy far, far away has become scientific reality. Credit: NASA / Ames Research Center

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1. Students will watch clips from Battle Bots and Sumo-bot Championship in Vienna 2012. (YouTube)

2. Students will individually think about these questions

What ways did the robots move?

How did the robots find objects and sense the environment?

What characteristics were successful? Unsuccessful?

3. Students will be given the sumo-bot rules, constraints and resources to research sumo-bot design.

4.Students will develop a design for a prototype sumo-bot and justify a number of design choices.

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1. Visit website: http://www.washingtonpost.com/blogs/wonkblog/wp/2015/05/20/meet-the-future-of-meat-a-10-lab-grown-hamburger-that-tastes-as-good-as-the-real-thing

2. As a class, discuss illustration (handout) then watch brief video 3. Assign homework to read article or choose new one on topic. Students choose three talking points (pro or con) concerning utilizing cultured meat in the future. Talking points will be written on notecards and students use these to create a forum for a brief mini debate.

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Go Seahawks! The physics of NFL football and the science of motion.

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Go Seahawks! The physics of NFL football and the science of motion.

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1. Build background knowledge by having students observe different clips of "great moments in footbal".

2. Have students talk about how different laws of motion might apply to different movements on the football field.

3. Show students video clips from the following link:

https://www.nbclearn.com/portal/site/learn/science-of-nfl-football

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You have been hired to help your mountain community during a heavy snow year in the removal of snow from the public streets.

Take a field trip to a large pile of snow that has been removed from city streets. The city is looking for a place to put the snow where it will melt slowly to positively impact ground water and not adversely effect the environment, i.e., melt/freeze on concrete.

Discuss factors involved in choosing a place.

What must you know about snow in order to choose the best place?

How will you share your plan to convince the community of your findings?

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Threatened and Endangered Species of Idaho

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Threatened and Endangered Species of Idaho

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How do you contribute to the biodiversity of Idaho?

What are the various aspects of connectivity within endangered and threatened species in Idaho?

Activities or Questions to Explore:

1) What is biodiversity?

2) Explore the threatened and endangered species list of Idaho.

http://species.idaho.gov/thr_endgr.html

3) What constitutes a species to be placed on the threatened or endangered list?

The Endangered Species Act

https://www.youtube.com/watch?v=DojGPBV4U0w

Difference between threatened and endangered species

https://www.youtube.com/watch?v=y64NblREH2A

4) Ask an Idaho Fish & Game Officer to visit your classroom and share with students about biodiversity.

5) Does your local zoo have a conservation program? If so, how can you get involved?

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Michelangelo's Sistine Chapel VS Disneyland. 

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Michelangelo's Sistine Chapel VS Disneyland. 

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Which one draws more annual tourists? Which one do you think is more profitable?

Activities:

1) Tour the Sistine Chapel. http://vatican.com/tour/sistine_chapel_3D/web

2) Lay down on the floor and paint a replica of the hands from the creation of Adam.http://drscottamills.com/wp-content/uploads/2013/06/The-Creation-of-Adam-hands.jpg

3) Find out how long it took Michelangelo to paint the ceiling of the Sistine Chapel. Did he paint it on his own, or did he have help?

4) How long did it take to build Disneyland? How many people did it take?

5) Which one would you want to visit if you had to choose? Why?

6) Do people go to Disneyland and to the Sistine Chapel for the same reasons?

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1. Watch the youtube video that demonstrates how problem solving is actually used in everyday life.

https://www.youtube.com/watch?v=C2YZnTL596Q

2. Propose the problem " I want to pick up my text book using the least amount of work."

3. Students will be given three feet of string, 3 pulleys, one lever (ruler), 12in x 12in piece of 1/4 inch plywood. The students will then be given the rest of the period to complete the task.

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Discover: Has man's yearning to explore new places like Mars been done in American History in the last 250 years?  Or is this just behavior that repeats as a part of the human condition?

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Discover: Has man's yearning to explore new places like Mars been done in American History in the last 250 years?  Or is this just behavior that repeats as a part of the human condition?

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KEPLER 16b - Me and My Shadow...I'm always in good company.

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KEPLER 16b - Me and My Shadow...I'm always in good company.

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1. Share poster of Kepler 16b. Have students observe and identify what is strange or different. Students need to connect with the multiple shadows.

2. Discuss how shadows are formed and how multiple shadows are possible to form.

3.Show videos on Kepler 16b. (see below)

4. Have students post lights at varying heights and distances. Students work in pairs and compare how the length of their shadow changes using different lights and distances. Students need to adjust lights to create shadow lengths 0.5. 1, and 1.5 times their height.

Extension:

5. Students record each length in inches using scientific notation.

6. Students use dimensional analysis to convert their shadow lengths from standard units of measure to metrics expressing each length in scientific notation.

7. Students use their recorded data to determine differences in magnitude by finding how many of each shadow is needed to reach the moon, sun, mars, wrap around the earth, and reach the earth's core.

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Mars Science Laboratory Curiosity Rover Animation

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NASA's Kepler Mission Discovers Kepler-16b, A Planet Orbiting Two Suns

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NASA's Kepler mission has turned fiction into fact. A world with a double sunset that was first imagined in "Star Wars" over 30 years ago in a galaxy far, far away has become scientific reality. Credit: NASA / Ames Research Center

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Type I: Recovering from Natural Disasters

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Type I: Recovering from Natural Disasters

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Type I and II: Recovering from Natural Disasters

1, Have a guest speaker talk to the class about their experiences in surviving and recovering from a natural disaster.  Possibly Storm Sandy or Hurricane Katrina

2. The director of the command center in my town will host a field trip to command center and talk about how disaster preparation and recovery efforts are coordinated from command center.

3. Students view https://www.youtube.com/watch?v=HbJaMWw4-2Q National Geographic video Katrina Day by Day:  5 minute video that summaries the destruction caused by the category 5 hurricane

4. Students view https://www.youtube.com/watch?v=1BVdlXUIo9c National Geographic: Inside Hurricane Katrina (discusses severity of the event and lack of preparation and availability of resources, government response, citizen response) 1 hour, 35 minutes

5. Students, in small groups have one minute to talk to their group about the most severe natural disaster they have survived and how they survived and what survival items were useful (students may opt out if it is too emotional of a topic for them). Teacher polls the group at the end to choose a student with the most amazing survival story and that student relates the story to the whole group.

6. Students read novels about young people surviving natural disasters, example: I Survived Hurricane Katrina, 2005, by Lauren Tarshis.

7. Students read articles about recovering from natural disasters: http://www.pbs.org/pov/carolynparker/consumer-tips-natural-disaster.php  (a little technical, financial focus)

http://www.ready.gov/recovering-disaster  good one

8. Students brainstorm a list of natural disasters, then put a star next to the ones that could possibly occur in their state.  Then have them visit this website and compare their findings to government suggestions for disaster preparedness http://www.ready.gov/natural-disasters .

9.  http://www.ready.gov/kit  Review list of suggested supplies for a survival kit.  Choose a natural disaster and location and develop a list of items necessary for survival in a hypothetical situation you have chosen.
10.https://sites.google.com/site/earthandmars93/sub-page-2  good list of natural disasters

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1. Students will be introduced to basic Origin of Life theories on Earth by watching a short YouTube film titled, "Origin of Life".

2. Ask students to contact local University Professors (ex/University of New Haven close to West Haven High School) to inquire and interview to formulate ideas (ex/James Ayers studying Ecology, Evolution, and Behavior, Amy Carlile studying Evolution and Biogeography of Seaweed, and Carmela Cuomo studying Hypoxia of deep sea Paleontological of Metazoans)

3. Brainstorm ideas on how to recreate origin of life on Mars based on interviews and discussion with peers

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1. Bee keeper will speak to students

2. Look at the picture of a comparison of the produce section with and without honey bees. How does this impact humans?

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Creating a Green House Model with  Kindergarten Students

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Creating a Green House Model with  Kindergarten Students

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How can creating a green house in our school help kindergarten students learn about animal and plant diversity?

1. Visit to local green house

2. Video chat with Botanist, zoologist)

3. Visit local library to conduct research( books, journals, videos)

4.Visit to the petting zoo, farms

http://www.bing.com/images/search?q=images+of+greenhouses&col=64175a48cffedf483e81&FORM=IMGCOL#view=detail&id=72D3EF3C50A6724F8FC5BD2A4EF57B978BF72515&selectedIndex=1

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Think of a problem that you might be facing at home in your community, town, city, or world? What can you do to help to solve or alleviate this problem?

1. Have the students from the previous year come in to talk to the current students about their ideas and the process and how they became young entrepreneurs.

2. Students will watch a Shark Tank video about a child their own age who became a young entrepreneur and started her own lemonade business be use she wanted to protect the bees.

3 Allow students to brainstorm and come up with their own ideas and how to solve them.

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BeeSweet Lemonade's Mission to Save the Bees

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Lunch and Learn Session

1.Advertise “SHARK TANK” – over announcements and hang flier on Lunch and Learn Board

2.When students arrive to session: Welcome and have clips playing from the TV Show

3.Discuss Inventions & Innovations
4. Share a few video clips/articles on inventions by kids

5.Top Inventions by Kids Shark Tank:

https://www.youtube.com/watch?v=yYN01-kOqcU

6.Brief overview of the Design Process
7. Activity: Have students think about a need for improvement in school/home/sports etc..

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1. How far have you traveled? Use a world or state map; students use pin to mark how far they have traveled.

2.  How far have you traveled with art? Show a few famous art work images. Visually explore a few famous paintings with Google Art Project. Pin on the world map (with different color pins) where each art work brings you.

3. Stake Your Claim (Visible Thinking Routine) using a painting: Sunday Afternoon on La Grande Jatte. From detail to big picture, bring students through questions to help them analyze the painting (what they see, what they think they know and can determine with progressive information).

4. Students choose a painting within different disciplines to begin their art travel exploration.

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1. Start with a warm-up question: if you could redesign the classroom for middle school learning, what three things would you change?

2. Show the TedEd video:

Takaharu Tezuka: The best kindergarten you’ve ever seen

3. Have students reflect on the video with a 3-2-1 Thinking Routine. What are 3 features you liked or disliked? What are two advantages or disadvantages to the design of the space? What is one thing you're left wondering.

4. Allow students time to search on the internet for school spaces that inspire them. Have them post these images on a Padlet or collaborative Google Document with a brief explanation of why they chose it.

5. This could lead into Type II activities on the study of Feng Shui, science/psychology of the connection between classroom design and learning, etc.

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Takaharu Tezuka: The best kindergarten you've ever seen

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At this school in Tokyo, five-year-olds cause traffic jams and windows are for Santa to climb into. Meet: the world's cutest kindergarten, designed by architect Takaharu Tezuka. In this charming talk, he walks us through a design process that really lets kids be kids.

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1. Introduce students to the Mars One Project (Human Settlement on Mars)

2. Show the "Meet the Mars 100" video (http://www.mars-one.com/)

3. Have students address the questions posed in the Compass Points Visible Thinking Routine

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1. Introduce students to NASA Eyes on Exoplanets app (http://eyes.nasa.gov/)

2. Provide the prompt:

Live on Kepler 186f... Where the grass is always redder on the other side.

3. Let them explore the NASA Eyes on Exoplanets app.

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Experience Earth and our solar system, the universe and the spacecraft exploring them, with immersive apps for Mac, PC and mobile devices.

Experience Earth and our solar system, the universe and the spacecraft exploring them, with immersive apps for Mac, PC and mobile devices.

Download the app to get started

Welcome to NASA's Eyes, a way for you to learn about your home planet, our solar system, the universe beyond and the spacecraft exploring them. With applications for Mac and PC as well as apps for mobile devices there are many ways for you to follow along with our scientists and engineers. Download and install 'Eyes...' to get started with all of these experiences!

Welcome to NASA's Eyes, a way for you to learn about your home planet, our solar system, the universe beyond and the spacecraft exploring them. Enjoy the experiences below on your mobile device, or visit this page on Mac or PC for even more ways to explore.

Welcome to NASA's Eyes, a way for you to learn about your home planet, our solar system, the universe beyond and the spacecraft exploring them. With applications for Mac and PC as well as apps for mobile devices there are many ways for you to follow along with our scientists and engineers. Download and install 'Eyes...' to get started with all of these experiences!

Welcome to NASA's Eyes, a way for you to learn about your home planet, our solar system, the universe beyond and the spacecraft exploring them. Enjoy the experiences below on your mobile device, or visit this page on Mac or PC for even more ways to explore.

Welcome to NASA's Eyes, a way for you to learn about your home planet, our solar system, the universe beyond and the spacecraft exploring them. With applications for Mac and PC as well as apps for mobile devices there are many ways for you to follow along with our scientists and engineers. Download and install 'Eyes...' to get started with all of these experiences!

Welcome to NASA's Eyes, a way for you to learn about your home planet, our solar system, the universe beyond and the spacecraft exploring them. Enjoy the experiences below on your mobile device, or visit this page on Mac or PC for even more ways to explore.

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Experience Earth and our solar system, the universe and the spacecraft exploring them, with immersive apps for Mac, PC and mobile devices. Experience Earth and our solar system, the universe and the spacecraft exploring them, with immersive apps for Mac, PC and mobile devices.