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Intructor Resources: Introduction to the Microscope (PDF) | Introduction to the Microscope(Seated) (PDF) | AP Tissue Review (PDF) | Phases of Mitosis (PDF)

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Keep track of your journey by using this sheet. To roll the die, click on it. Depending on your connection you may need to wait a few seconds for the dice roller to show.

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Crossword Labs is a crossword puzzle maker. It's the simplest and fastest way to build, print, share and solve crossword puzzles online. And it's free to use!
No ads, no watermarks, and no registration required.
Over one million crossword puzzles made!

or make your own!

Features

Quick, simple and free to use

Shareable crossword URL

Solve the puzzle online

Works on tablets and phones

Embed your puzzle on your website

Print/export your crossword puzzle to PDF or Microsoft Word

Download your crossword as an image

Export to SVG for full customization

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Free, Online Crossword Puzzle Maker - Crossword Labs

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Make crossword puzzles, print them out as PDFs, share them, and solve them online with Crossword Labs. It's free, fast and easy. No registration required!

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An online tool for creating word search puzzles which can be played instantly or printed out. Free to use with no registration required.

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Crossword Puzzle Maker | World Famous from The Teacher’s Corner

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Our crossword puzzle maker allows you to add images, colors and fonts to create professional looking printable crossword puzzles. No registration needed to make free, professional looking crossword puzzles!

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Start running your own virtual bingo game in minutes. Our virtual bingo system is the most popular in the world because it's so quick and easy to use.

It's totally free to run a game for up to 30 players, and prices start at $10 for more players. Check out a demo:

Our bingo system is packed with features to help you run a fun and entertaining virtual bingo game:

Randomized bingo cards

A bingo caller

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Get started now - after a few simple steps you'll be ready to play bingo.

We also have a number of ready-made bingo games that you can explore and customize.

If you want more info before you get started then read on to find out more about our bingo card generator and our virtual bingo system.

How to use our bingo card generator

If you haven't used it before then please watch this video showing how to use our bingo card generator to make 1-75, 1-90 or any other type of bingo cards.

How to send out virtual bingo cards

We offer several methods to send out virtual bingo cards to your players. Paid-for bingo games include a tool to automatically send out links to a list of email addresses you provide.

How to call your bingo game

Everyone gets free access to our amazing bingo caller. The caller picks out the next call for you to read out, and can also be used to check if a player has won. Watch this video to see how it works.

Our free bingo cards come with three different call sequences so you can play three different games of bingo using our caller.

Paid-for bingo cards for more than 30 players come with 100 call sequences, and include the ability to call the bingo yourself in any order you want. The caller is available for 31 days from the date of purchase.

Frequently Asked Questions

Does every player get a different bingo card?
For paid games we guarantee that each player will get a different bingo card. For free games played using the "Virtual Link" it is possible that two players will get the same bingo card. However even if each player has a different bingo card it is still possible for two people to get "bingo" on the same call.

You should plan for what to do in case several people win on the same call, e.g. by having enough prizes for several winners, a prize that can be shared, or by giving the prize to the player who responded with "bingo" first.

Can players use the same card again?
Yes. Each virtual bingo card can be reset by the player, and can be reused as many times as you like (for up to 31 days for paid-for bingo cards). Watch this video to see a demo.

Can I send more than one bingo card per player?
Yes, you can send up to 20 bingo card links at a time to each player. If you need to send more you can repeat the process.

How do I verify that someone has won?
Ask the player for their Bingo Card ID and enter it into our card verifier. You will see what that player's card should look like at the current call. Watch a demo here. The system works with any winning pattern - you can immediately see if a card is a winner just by looking at it.

Can I add more bingo cards?
Yes. If your game turns out to be more popular than expected you can add more bingo cards. Watch this video to see how. A discount of 20% is automatically applied. You must add the new cards from within the set you want to add them to - do not simply buy a new set of bingo cards.

Can I get more than 500 bingo cards?
Yes. Start by buying 500 bingo cards, then add more bingo cards to the set. You can add 100, 250 or 500 cards at a time. See the previous question for help adding more cards.

Can I use your site for a fundraiser?
Maybe. It's essential that you read the disclaimer section of our terms before you consider charging players for a bingo game. If you do go ahead, Ticket Tailor are currently offering free ticketing for online events.

Can you play bingo and listen to Zoom on the same device?
Yes - on the devices we have tested. On most mobiles and tablets it's possible to have Zoom, WhatsApp, etc running in the background while the browser is open. So you can listen to the bingo calls and mark your card on the same device. We cannot guarantee this will work on all devices.

Can you play several virtual bingo cards at once?
Yes. This works on computers, tablets and mobiles. Watch this video for a demonstration.

Can players print virtual bingo cards?
Yes. Players can choose which bingo cards to print and what size to print them. Watch this video to see how it works.

Do I get printable bingo cards too?
Yes. With all games you get access to run a virtual bingo game and you can download a single PDF file with bingo cards to print off for an in‑person game.

With free bingo cards, depending on how you share the cards, players might be able to cheat by opening several bingo cards in different tabs. If it's important that your players can't cheat then choose a paid option.

Does the virtual bingo game expire?
Paid-for bingo games expire 31 days after the date of purchase, which should give you plenty of time to play your bingo games. If you want to keep playing after 31 days you can extend your virtual bingo cards - watch this video to see how. Free virtual bingo games do not expire - just make sure you bookmark or save the link to the bingo caller so you can come back to it.

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How to run a virtual bingo game on myfreebingocards.com

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Wolves of Yellowstone | EARTH A New Wild | PBS LearningMedia

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Gray wolves were reintroduced into Yellowstone National Park in 1995, which have since resulted in a trophic cascade through the entire ecosystem. After the wolves were driven extinct in the region nearly 100 years ago, scientists began to fully understand their role in the food web as a keystone species.

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Creating Chains and Webs to Model Ecological Relationships

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Students begin the activity by identifying producers and consumers in the savanna ecosystem of Gorongosa National Park in Mozambique. Using a set of "Gorongosa cards," they create food chains to show the flow of energy in the system, introduce an ecological force or disturbance (e.g., fire), and predict how that force would impact animals in the chain.

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Let’s find a Gizmo for you. Search through our collection of 450+ virtual STEM simulations.

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Mars Rock Samples: The Stories They Could Tell

NASA's Mars Perseverance rover is building a unique rock collection, which also includes samples of Mars atmosphere and loose surface material. These samples record the history of the Jezero Crater landing site, and may even preserve signs of ancient life. Learn more about these precious samples, which Mars Sample Return could deliver to Earth for detailed study in the future.

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Mars 2020: Perseverance Rover - NASA Science

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Meet Perseverance Landing Site: Jezero Crater NASA chose Jezero Crater as the landing site for the Perseverance rover. Scientists believe the area was once flooded with water and was home to an ancient river delta. The process of landing site selection involved a combination of mission team members and scientists from around the world, who [...]

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NASA's Perseverance Rover Lands Successfully on Mars (Highlight Reel)

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ColorMePhD is a free all-ages coloring book series for students, educators, scientists, and members of the community to engage with current PhD level research in science and engineering. Explore our free coloring pages to learn about real research projects by fabulous scientists and engineers!

Each coloring page of ColorMePhD Volume 1 contains original art developed by PhD student researchers, and is accompanied by a description of the PhD work, summarizing recent scientific publications in words for a general audience. Our newest volume, ColorMePhD Volume 2 features research projects and papers performed by women in STEM! Browse our other collections, including Science Inspired Coloring Pages, and our History Making Scientists Pages.

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Image Credits:

Earth map, courtesy of NOAA; mountain icon, created by Alice Noir from the Noun Project; Alaska earthquake, courtesy of USGS; Mount St. Helens, courtesy of U.S. Department of Interior; San Francisco earthquake, courtesy of USGS; Hawaii, courtesy of NASA; Mid-Atlantic Ridge, courtesy of Woods Hole Oceanographic Institution; Chile earthquake, courtesy of USGS; Mount Etna, courtesy of NASA; Turkey earthquake, courtesy of USGS; Mount Kilimanjaro, courtesy of NASA; Himalayas mountains, courtesy of NASA; Krakatau volcano, courtesy of R.W. Decker, http://www.doubledeckerpress.com; Mount Fuji, courtesy of NASA and AMSR-E

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Image Credits: Earth map, courtesy of NOAA; mountain icon, created by Alice Noir from the Noun Project; Alaska earthquake, courtesy of USGS; Mount St. Helens, courtesy of U.S.

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Moonrise, Moonset, and Moon Phase in Eagle Pass, TX Micro Area

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Moonrise and moonset time, Moon direction, and Moon phase in Eagle Pass, TX Micro Area – Texas – USA for June 2024. When and where does the Moon rise and set?

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Watch the path of a raindrop from anywhere in the contiguous United States

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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!

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Video Clips for CER Practice - Science Lessons That Rock

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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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Asking middle and high school students to sketch something they're learning can give teachers a clear sense of what they do and don't understand.

Formative assessments, when done regularly at key points during the learning process, are windows into what students misunderstand or question about a concept or topic. Inviting students to process and express their understanding with drawings offers teachers incredible insights about what instructional moves to make next.

Asking Students to Draw as They Learn

Drawing while we learn allows us to capture a concept, image, event, or object and frees up cognitive space so that we can begin to think critically. If I quickly sketch a few characters from a novel with a small but key detail distinguishing each one, along with arrows depicting their relationships across generations, I can now think critically about those relationships, how characters influence each other, and how they develop throughout the story. Similarly, if I roughly sketch elements of a scientific process, I can begin to think about their functions and how they are integrated.

How should I represent the relationship between these parts?

How large/small should I draw these parts?

What shape should they be?

Where do I place each part?

Drawing as we learn requires abstract and metaphorical thinking about the content, which helps us retain and understand it in more sophisticated ways. A student who draws as they learn considers the following:

Because students make many decisions as they translate content into visuals, teachers can uncover their preconceptions, their misconceptions, the depth of their understanding, and what excites them about the content.

Building Confidence in Drawing as a Learning Tool

Drawing has significant learning benefits, and it's important to integrate it into a full academic experience. We can equip students with basic tools to become confident in drawing and allow them to use various methods to process and express their thinking. We can ignite interest in a topic by offering variety in modes of learning. Also, leveraging intuitive thinking appeals to students' diverse skills.

Students don't need developed artistic skill to experience the cognitive benefits of drawing as they learn. But, it's also important to ease any anxiety and dispel myths about visual work.

1. Offer drawing as one of a few options for students to process and demonstrate their learning.

2. Model the drawing option you offer. Replace fixed-mindset language like "I can't draw" with narration describing your process: "I want to show that the elements build on each other, so I'll draw boxes on top of each other."

Dan Santat's series #DrawLikeAKid demonstrates how to draw a lot of things with just a few shapes and the letters of the alphabet.

How well did I recall the material after having represented it in my drawings?

When would drawing as I learn be useful? When is it not useful?

3. Prompt students to reflect on their experiences in drawings so that they begin to understand it as a helpful learning tool.

Using Students' Drawings to Inform Instruction

The feedback we offer on student drawings and the instructional choices we make next are as critical as the drawing.

Students mimic the jargon or vocabulary they read or hear, which can obscure what they actually understand. As a formative assessment, verbal communication can be problematic because it can be difficult for the teacher to grasp what students truly understand. When students draw as they explain, it's almost impossible to obscure their knowledge. Obvious misunderstandings, along with subtler mistakes, make their way into students' drawings.

Line-color-symbol: Draw a line, choose a color, or select a symbol that represents your current understanding of the concept we are learning. Be prepared to explain your choice.

Draw an image that represents (gravity, how an argumentative essay is structured, the relationship between the protagonist and the antagonist, the limbic system).

Using only simple shapes (circles, squares, triangles), represent the relationships between (characters, principles, events, laws, mathematical concepts).

Create a comic/sequential art to represent a system, to distill key elements of a story or event, or to order essential steps of a process and represent cause-and-effect relationships.

Here are some ways to integrate drawing as formative assessment:

What facts, relationships, sequences, etc., does the student understand?

What key elements have been overlooked?

What factors are somewhat misrepresented?

How were certain factors, relationships, details, etc., represented?

How do students' drawings compare? What patterns do you see? What is distinctive about some of them?

What insights do their drawings offer about the content?

To effectively use students' drawings as formative assessment data, consider the following as you examine their visuals:

While reviewing a middle school student's visualization of the scientific process of making bread (below), I notice that he understands some key concepts: He knows there are two proteins that bind to form gluten, and his simple drawings demonstrate why each wouldn't, on its own, result in glutenous fluffy bread. But I wonder if he understands the roles that amino acids, water, mixing, and kneading play in this equation.
Courtesy of Shveta Miller
In my feedback, I'd acknowledge the elements he correctly illustrates. Then, to determine if he understands the complexity of the process, I'd ask him: Are these the only elements needed for the two proteins to result in gluten? What could be missing? Where and how could you draw it?

When we see thinking represented in visual form, we-students and teachers-get valuable insights into the concepts involved. We learn from what others see, the choices they make to represent an idea, and even the misconceptions they might have.

Thinking is messy -we generally don't follow a rigid and consistent procedure to think through problems, though a steady step-by-step process is often used to solve a math problem, form a hypothesis, or write an argument. Offering students structured opportunities to represent their thinking with drawing allows them to demonstrate their unique processes for thinking about complex concepts and problems and arriving at creative solutions.

When we see their thinking, we discover the subtleties of what they do and do not yet understand, so we can better prepare to solidify their understanding and build on it in our next lesson.

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Asking middle and high school students to sketch something they're learning can give teachers a clear sense of what they do and don't understand.

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Leaflet | Tiles © Esri — Source: Esri, i-cubed, USDA, USGS, AEX, GeoEye, Getmapping, Aerogrid, IGN, IGP, UPR-EGP, and the GIS User Community

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A Periodic table to view elements in 3D.

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Disney RELAXING PIANO Collection - Sleep Music, Study Music, Calm Music

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For several years I have been teaching Plate Tectonics to students and we have done several paper-pencil activities that have to do with plotting earthquakes, volcanos and landforms on maps. Over those years, I’ve searched far and wide for a Google map that included the outlines of the plates in the hopes of turning those activities into a digital product.

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In this series of games, your students will learn how humans can intentionally influence the traits of plants and animals. The Artificial Selection via Selective Breeding learning objective - based on NGSS and state standards - delivers improved student engagement and academic performance in your classroom, as demonstrated by research.

Scroll down for a preview of this learning objective's games and the concepts they drive home.

Concepts Covered

People can control other organisms' breeding patterns to produce desired traits. Unlike in natural selection, these are not always the most beneficial traits for the species.

For thousands of years, we have selectively bred crops to grow larger fruits and vegetables for us to eat. We also breed animals specifically to live with us. Modern dogs evolved from wolves, and there are now hundreds of different breeds that rely on people for survival.

Selective breeding weeds out undesired traits over time, reducing genetic variation and causing inbreeding. It can also affect natural selection if a selectively bred organism mates with a wild individual in its species.

A preview of each game in the learning objective is found below.

You can access all of the games on Legends of Learning for free, forever, with a teacher account. A free teacher account also allows you to create playlists of games and assignments for students and track class progress. Sign up for free today!

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Artificial Selection via Selective Breeding Science Games | Legends of Learning

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Curriculum games for breeding, based on NGSS & state standards. Learn about how we can intentionally influence the traits of plants and animals.

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Student Project: Make a Paper Mars Helicopter | NASA/JPL Edu

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Build a paper helicopter, then see if you can improve the design like NASA engineers did when making the first helicopter for Mars.

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Ideas on 20% time, project based learning and gamification to encourage students to become lifelong learners in the age of technology.

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Unsure about a new design? Scientists and engineers often start with a model. With a model, you can test new ideas on a small-scale before going bigger. They are also cheaper, easier to produce, and often expose any design flaws.

For us at home, the paper airplane continues to serve as a popular model to explore physics, aerodynamics, and engineering. Discover what makes a paper airplane fly longer, farther, and higher with this design challenge-all you need is a piece of paper!

Gather Materials

Before we start building, we need to prepare to test all of our designs. Find a space in your home where paper airplanes can fly safely. Grab a ruler and use tape to mark every 12 inches along the floor. Use the Paper Airplane Data Collection Worksheet to record the distance of multiple airplane flights.

Build A Base Design

Using recycled materials from around your home, fold a "basic dart" paper airplane.
How far does your basic dart airplane fly? Do you have ideas for how to make your plane fly farther?
Test Out Some Variations

Like all planes, paper airplanes experience four forces: gravity, thrust, lift, and drag. Simple changes, like wing size, body weight, and throw power can significantly alter the forces your plane experiences.

Get creative and adjust various aspects of your plane. Here are a few ideas to get you started:

#1: Increase Lift

As the plane travels, air moves quickly over the top of the wings. This creates lower pressure over the wings, allowing the high pressure under the wings to lift the plane up. Try making wider wings or wings that curve up or down at the ends.

#2: Limit Drag

Air molecules push against the front of the plane as it travels, slowing it down. Make sure your plane's nose is pointed and the body is lightweight.

#3: Change The Thrust

When you throw your plane, you provide thrust, which pushes the plan forward through the air. This forward movement causes air molecules to travel over the top and bottom of the wings. Does the strength or the angle at which you throw your plan have an impact?

#4: Try A New Material

The weight of the plane can pull it downward. How does a heavier or lighter paper change your plane?

Design Your Own Airplane

Put your design skills to the test with a paper airplane flight challenge! After creating so many test planes, you should have a good idea of what goes into making a paper plane that can travel long distances.

The Challenge

Gather members of your household and see who can produce the model plane that flies farthest. Remember to consider the forces your plane will experience when designing your plane.

Reflection Questions

1. Are there other ways to define paper airplane success besides distance?
2. What changes did you make to your original plane design?
3. How did members of your household design their planes differently?
4. What was most surprising to you about your plane tests?

What's The Science?

All airplanes, whether in your house or 35,000 feet in the sky, fly because the forces that push and pull them are balanced. It may sound simple, but many important design choices contribute to successfully keeping a plane in the air.

Even though more than a century has passed since humans achieved powered flight, new plane designs are still emerging. Researchers are especially interested in ways to make planes more environmentally friendly. Over the years, NASA has developed and tested new plane technologies, including ways to reduce fuel consumption and noise pollution. Recently, Airbus revealed a new airplane design that promises to release zero emissions into the atmosphere.

Related Links

Excited to learn more about the aerodynamics behind paper planes? Start with some advice from the world record holder for longest paper airplane flight: Aerodynamics Explained by World Record Paper Airplane Designer

Looking to become an experienced airplane folder? Check out Fold N' Fly for basic and expert-level tutorials.

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Discover what makes a paper airplane fly longer, farther, and higher with this design challenge - all you need is a piece of paper!

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NGSS (2013)

HS-LS2-2, HS-LS2-6, HS-LS3-3, HS-LS4-4, HS-LS4-5; SEP2, SEP4

AP Biology (2019)

EVO-1.C, EVO-1.D, EVO-1.E, EVO-1.G, EVO-1.H, EVO-1.J, EVO-1.M, EVO-1.O, EVO-3.A, IST-2.E, IST-4.A, SYI-3.D, ENE-4.B; SP1, SP2, SP4

IB Biology (2016)

5.1, 5.2, 10.3, C.1

AP Environmental Science (2020)

Topic(s): 2.6, 2.7
Learning Objectives & Practices: ERT-2.H, SP4, SP2, SP5, SP6

IB Environmental Systems and Societies (2017)

2.1, 3.2

Common Core (2010)

ELA.RST.9–12.3, ELA.RST.9–12.4, ELA.RST.9–12.7, ELA.WHST.9–12.1
MP2, MP3, MP5

Vision and Change (2009)

CC1, CC2; DP1, DP2, DP3

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Color Variation Over Time in Rock Pocket Mouse Populations

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This activity allows students to collect and analyze data on the evolution of coat color in rock pocket mouse populations living on differently colored substrates.

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Slow Reveal Graph is an instructional routine that promotes sensemaking about data. This highly engaging routine uses scaffolded visuals and discourse to help students (in K-12 and beyond) make sense of data. As more and more of the graph is revealed, students refine their interpretation and construct meaning, often in surprising ways.

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Post-it and other brands of sticky notes are put to good use everyday by teachers and students. The Post-it website has a page filled with resources for teachers, and they have a really cool iOS app for digitizing, sorting, and sharing square sticky notes.

Those small pieces of paper that can be attached, easily removed, and repositioned can be even more useful when you print on them. While there is a printer designed to print sticky notes, you can send sticky notes through the printer you already have. You'll need a template for printing, and I just so happen to have one for you. Skip ahead to see loads of ideas for printed sticky notes.

The template is in Google Slides. Why Google Slides? It's one of my favorite design tools, and does not have to be limited to slideshows. The template has a custom page setup of 8.5 by 11 inches to match standard printer paper. I'm sharing the file in a way that forces you to make your own copy. You can edit your copy and use Google Slides' design tools to print your personalized design.

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Print Custom Sticky Notes with Google Slides - Learning in Hand with Tony Vincent

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Post-it and other brands of sticky notes are put to good use everyday by teachers and students. The Post-it website has a page filled with resources for teachers, and they have a really cool iOS app for digitizing, sorting, and sharing square sticky notes.

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Curiosity Science Instruments - NASA Science

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Curiosity's scientific instruments are the tools that bring us stunning images of Mars and ground-breaking discoveries.

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Explore the 3D world of the Solar System. Learn about past and future missions.

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This demonstrations is called Elephant's Toothpaste because the chemical reaction produces a large foamy mess that looks like toothpaste squirting out of a tube. It is so big that only an elephant could use toothpaste this large. It is, of course, not toothpaste so please do not try to brush your teeth with it! The kids safe version below is harmless but certainly wouldn't taste very good.

Our EXTREME Scientists do the Elephant's Toothpaste demonstration in our Extreme Science Theater located on the lower level of the science center. So if you want to see it again just come on in!

What is Elephant Toothpaste?

This large demonstration uses hydrogen peroxide (H ₂O ₂), sodium iodide (NaI) and soap. First we pour in the hydrogen peroxide, then the soap and finally the sodium iodide.

The hydrogen peroxide used in the demonstration is 30% hydrogen peroxide. This is 10 times stronger than the hydrogen peroxide that you have in your medicine cabinet. That is usually 3% hydrogen peroxide, and your local salon probably uses 6%. The 30% hydrogen peroxide is not something you would put on a cut or scrape, but it works perfectly for this demonstration. The sodium iodide reacts with the hydrogen peroxide (H ₂O ₂) by removing an oxygen atom. This essentially produces water and oxygen gas (H ₂ O + O2). The oxygen gas produced gets trapped in the soap which produces the big ball of foam. The reaction produces oxygen gas, water and iodine. That is why the foam has a yellow color. If you were to touch this foam, your hand would be stained yellow just as if you put iodine on your skin.

Since you can't get these materials at home we have a Kids Safe version of this demonstration that you can do at home or in the classroom! Do this at your next family night, slumber party or birthday party. It is fun, safe and cool to watch.

Kid-Safe Elephant Toothpaste
What you need: What to do:

1. Prepare yeast solution by adding dry yeast to warm water and wait a few minutes until it becomes frothy.

2. Pour 2 inches of hydrogen peroxide (3%) into the bottle.

3. Place bottle on baking sheet.

4. Squeeze in a good squirt of dish soap.

5. Pour in yeast solution (3 tablespoons).

The Science:
The yeast contains an enzyme called Catalase that breaks down hydrogen peroxide (H ₂O ₂) into oxygen gas and water. The oxygen gas gets trapped by the soap, and you get a large foamy solution that squirts out of the top of the bottle!

The cool thing about this activity is that the enzyme Catalase can also be found in potatoes, dogs and even us! We have the same enzyme in our bodies. That is why you see the 3% hydrogen peroxide bubble when you put it on a cut or scrape. The oxygen released is what kills the germs in the cut. We have this enzyme because we naturally produce low amounts hydrogen peroxide as a byproduct of oxidative metabolism (the way that a cell gains useful energy). Our cells need energy, but low amounts of hydrogen peroxide are produced and need to be neutralized through enzymes like Catalase.

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This demonstrations is called Elephant's Toothpaste because the chemical reaction produces a large foamy mess that looks like toothpaste squirting out of a tube. It is so big that only an elephant could use toothpaste this large. It is, of course, not toothpaste so please do not try to brush your teeth with it!

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Guide the bird to the moths. Click on the moth to eat it. You have one minute to eat as many moths as you can. See what impact eating more light or dark moths has on moth population.

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Inside the Ring of Fire | How the Earth Was Made (S2, E7) | Full Documentary | History

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How to fossilize...yourself - Phoebe A. Cohen

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Overview:
Students are taken on an imaginary fossil hunt. Following a script read by the teacher, students "find" (remove from envelope) paper "fossils" of some unknown creature, only a few at a time. Each time, they try to reconstruct the creature, and each time their interpretation may change as new pieces are "found".
Lesson Concepts:

Science is uncertain; as new evidence is revealed, ideas may change.

Scientists working together can be more effective.

Provides experience in the hypothesizing and testing of hypotheses.

Scientists use "fair test" criteria to determine the "best" solutions.

Provides some experience working with "fossils," as preparation for work with human fossils.

Grade Span: 5–12
Materials: Advance Preparation:

Cut up the Fossil Sheet and place one set of fossils in each envelope. Leave a bit of white paper around each fossil to facilitate cutting. This can be quite time-intensive, so you may want to seek the help of lab assistants, relatives, and friends. Get together and have fun "cutting up!"

Make one copy of the Great Fossil Find worksheet for each student.

Reproduce back-to-back (or staple) copies of the Skeletal Resource Manual — enough for one per student (or one per group).

Time: One class period

Grouping: 3-4 per group

Teacher Background:
The "fossils" are based on the real fossil bones of Scaphognathus crassirostris, a ptersosaur ("flying reptile") that lived in the late Jurassic (around 150 mya) in the vicinity of present day Germany. Adults had a wingspan of about one meter.

Teacher Resources:
Do a web search for Scaphognathus and ptersosaurs. For elements of the nature of science that this lesson illustrates, go to the Nature of Science: General Background Information for the teacher. This will help you to dispel some of the common popular myths about science.

Teaching Tips:
This lesson provides an excellent biological alternative (or additional) example of the nature of science, in contrast to many other lessons for doing this, which are taken from the physical sciences. For this reason, you might want to include this in your introduction to the nature of science early in your course.

The lesson would also provide an engaging (and novel) introduction to fossil studies or anatomy. If you have students compare samples of hominid skulls, this lesson would be a useful preliminary experience, where you can discuss examples of structure and function suggested by the bones and teeth.

Build anticipation by announcing that the class will be going on a big fossil dig the next day. Be dramatic! The next day, if possible, come dressed in what you have that comes closest to what you might wear going to a dusty, hot, fossil dig, e.g., a grungy safari hat, sunglasses, geological hammer, camera, etc. When you do the lesson, be as dramatic as you can about your shared adventure. Be sure to snap some pictures of students working on fossils during the lesson.

The Great Fossil Find Worksheet is suitable for 6-12th grade students. For younger students, plan to engage in some follow-up discussion, e.g., "What do you think it was?" And, "How can you tell?"

Be sure to remind students to return all fossils back into the envelopes when they finish.

Vocabulary: fossil, skeleton, paleontologist, hypothesis
Procedure:

1. Make a grand entrance into your room (wearing fossil-digging gear).

2. Hand out worksheets and envelopes with fossils to all groups (or have them ready in trays for groups to get when ready). WARNING: ask students to NOT open the envelopes until instructed to do so.

3. Begin reading with enthusiasm from the narrative script. Eventually, you may want to recount the "story" from memory, with a more natural and dramatic flair. Feel free to substitute other names for those used in the script. For example, for the "field in Montana, near the town of Randak" you can substitute "field in Germany, near the town of Solnhofen," which is actually more accurate. For "Kimmel College Five and Dime", you could substitute your school's name — as a college or university.

4. At the appropriate time, hand out the Skeletal Resource Manuals to all groups, so they can begin to get clues about their creature.

5. AFTER THE STORY: When all fossils are back in their envelopes, follow these directions described in AFTER THE STORY to reinforce how the students were essentially following the process of science in their search for an answer. They should recognize that their provisional identifications were essentially "hypotheses" — tentative and testable explanations to a question (what WAS this creature?). Also, point out that this was a simulation of one kind of real science: a search for answers about past events, in contrast to most science they've studied, which are usually the experimental type.

6. As mentioned elsewhere, totally resist telling the class (or student) what the creature was. This is for two reasons: (1) in real science, we never really KNOW the ANSWER with finality. Scientists try to come sufficiently close enough to reality for all practical purposes. (2) don't spoil the adventure for later periods (word does get around!).

Extensions:

1. For an interesting variation, cut apart the fossil bones in the sheet of the early 4-legged fossil whale skeleton Pakicetus. See the Pakicetus Fossil Sheet for this.

2. Another similar experience (trying to reconstruct the past from clues) is the Checks Lab, or the Dogs and Turnips lesson. Also consider doing a forensic science lesson, e.g., ENSI's "Crime Scene: The Case of the Missing Computer Chip", which involves the same kind of science.

3. Another variation you can try is Xenosmilus (adapted by Al Janulow).

From The Great Fossil Find on the ENSI website.
The S. crassirostrus Fossil Sheet used here is adapted from the Laboratory Manual for Scott, Foresman's text Biology (by Irwin L. Slesnick), 1985, page 75 (ISBN 0-673-22303-6).

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Overview: Students are taken on an imaginary fossil hunt. Following a script read by the teacher, students "find" (remove from envelope) paper "fossils" of some unknown creature, only a few at a time. Each time, they try to reconstruct the creature, and each time their interpretation may change as new pieces are "found".

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Mix the sounds of different animals to create the roar of the Tyrannosaurus rex!

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Built on the PBDB API, PBDB Navigator allows users to explore the Paleobiology Database through space, time, and taxonomy. All code unique to the PBDB Navigator interface uses a CC0 1.0 Universal Public Domain Dedication, and can be found on Github.

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The first geologic time scale was proposed in 1913 by the British geologist Arthur Holmes (1890 - 1965). This was soon after the discovery of radioactivity, and using it, Holmes estimated that the Earth was about 4 billion years old - this was much greater than previously believed.

EON

ERA

PERIOD

EPOCH

PIVOTAL EVENTS

Organisms with skeletons or hard shells.Organisms with skeletons or hard shells.Organisms with skeletons or hard shells.Organisms with skeletons or hard shells.

"Visible Life"

540 mya through today.

"Visible Life"

540 mya through today.

"Visible Life"

540 mya through today.

540 mya through today.
"Visible Life"

Cenozoic Era

"The Age of Mammals"

65 mya through today Quaternary Period
"The Age of Man"
1.8 mya to today
Human civilization

Pleistocene
The Last Ice Age
1.8-.011 mya
The first humans (Homo sapiens) evolve. Mammoths, mastodons, saber-toothed cats, giant ground sloths, and other Pleistocene megafauna. A mass extinction of large mammals and many birds happened about 10,000 years ago, probably caused by the end of the last ice age.

Tertiary Period
65 to 1.8 mya Neogene
24-1.8 mya
First hominids (australopithecines). Modern forms of whales. Megalodon swam the seas

Miocene
24-5 mya
More mammals, including the horses, dogs and bears. Modern birds. South American monkeys, apes in southern Europe, Ramapithecus.

Paleogene
65-24 mya
Starts with a minor extinction (36 mya). Many new mammals (pigs, deer, cats, rhinos, tapirs appear). Grasses common.

Eocene
54-38 mya
Mammals abound. Rodents appear. Primitive whales appear.

First large mammals and primitive primates, plesiadapiforms.

Mesozoic Era

"The Age of Reptiles"

248 to 65 mya Cretaceous Period
146 to 65 mya

Upper
98-65 mya

High tectonic and volcanic activity. Primitive marsupials develop. Continents have a modern-day look. Minor extinction 82 mya. Ended with large extinction (the K-T extinction) of dinosaurs, pterosaurs, ammonites, about 50 percent of marine invertebrate species, etc., probably caused by asteroid impact or volcanism.

Lower
146-98 mya

The heyday of the dinosaurs. The first crocodilians, and feathered dinosaurs appear. The earliest-known butterflies appear (about 130 million years ago) as well as the earliest-known snakes, ants, and bees. Minor extinctions at 144 and 120 mya.

Jurassic Period
208 to 146 mya

Many dinosaurs, including the giant Sauropods. The first birds appear ( Archaeopteryx). The first flowering plants evolve. Many ferns, cycads, gingkos, rushes, conifers, ammonites, and pterosaurs. Minor extinctions at 190 and 160 mya.

Triassic Period
248 to 208 mya

The first dinosaurs, mammals, and crocodyloformes appear. Mollusks are the dominant invertebrate. Many reptiles, for example, turtles, ichthyosaurs. True flies appear. Triassic period ends with a minor extinction 213 mya (35% of all animal families die out, including labyrinthodont amphibians, conodonts, and all marine reptiles except ichthyosaurs). This allowed the dinosaurs to expand into many niches.

Paleozoic Era
540 to 248 mya

Paleozoic Era
540 to 248 mya Permian Period
"The Age of Amphibians"
280 to 248 mya

"The Age of Amphibians" - Amphibians and reptiles dominant. Gymnosperms dominant plant life.The continents merge into a single super-continent, Pangaea. Phytoplankton and plants oxygenate the Earth's atmosphere to close to modern levels. The first stoneflies, true bugs, beetles, and caddisflies, The Permian ended with largest mass extinction. Trilobites go extinct, as do 50% of all animal families, 95% of all marine species, and many trees, perhaps caused by glaciation or volcanism.

Carboniferous
Wide-spread coal swamps, foraminiferans, corals, bryozoans, brachiopods, blastoids, seed ferns, lycopsids, and other plants. Amphibians become more common.
360 to 280 mya
Pennsylvanian Period
325 to 280 mya
First reptiles. Many ferns. The first mayflies and cockroaches appear.

Mississippian Period
360 to 325 mya
First winged insects.

Devonian Period
"The Age of Fishes"
408 to 360 mya

Fish and land plants become abundant and diverse. First tetrapods appear toward the end of the period. First amphibians appear. First sharks, bony fish, and ammonoids. Many coral reefs, brachiopods, crinoids. New insects, like springtails, appeared. Mass extinction (345 mya) wiped out 30% of all animal families) probably due to glaciation or meteorite impact.

The first jawed fishes and uniramians (like insects, centipedes and millipedes) appeared during the Silurian (over 400 million years ago). First vascular plants (plants with water-conducting tissue as compared with non-vascular plants like mosses) appear on land (Cooksonia is the first known). High seas worldwide. Brachiopods, crinoids, corals.

Primitive plants appear on land. First corals. Primitive fishes, seaweed and fungi. Graptolites, bryozoans, gastropods, bivalves, and echinoids. High sea levels at first, global cooling and glaciation, and much volcanism. North America under shallow seas. Ends in huge extinction, due to glaciation.

Cambrian Period
"The Age of Trilobites"
540 to 500 mya

"Age of Trilobites" -The Cambrian Explosion of life occurs; all existent phyla develop. Many marine invertebrates (marine animals with mineralized shells: shell-fish, echinoderms, trilobites, brachiopods, mollusks, primitive graptolites). First vertebrates. Earliest primitive fish. Mild climate. The supercontinent Rodinia began to break into smaller continents (no correspondence to modern-day land masses). Mass extinction of trilobites and nautiloids at end of Cambrian (50% of all animal families went extinct), probably due to glaciation.

Proterozoic Eon
2.5 billion years ago to
540 mya

-

Vendian/Ediacaran Period
600 to 540 Million Years Ago

Vendian biota (Ediacaran fauna) multi-celled animals appear, including sponges. A mass extinction occurred. The continents had merged into a single supercontinent called Rodinia.

-

First multicellular life: colonial algae and soft-bodied invertebrates appear. Oxygen build-up in the Mid-Proterozoic.

Archeozoic Eon
(Archean)
3.9 to 2.5 billion years ago
-

-

"Ancient Life" - The first life forms evolve - one celled organisms. Blue-green algae, archaeans, and bacteria appear in the sea. This begins to free oxygen into the atmosphere.

Hadean Eon
4.6 to 3.9 billion years ago
-

-

"Rockless Eon" - The solidifying of the Earth's continental and oceanic crusts.

Good time scale links (and related topics):

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Geologic time chart of major biological and geological eras, with the pivotal events, eons, eras, periods and epochs.

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Sea Level Rise Viewer: Visualize community-level impacts from coastal flooding or sea level rise (up to 10 feet above average high tides) at U.S. coastal locations.

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Matty the Water Molecule Video Game, Educator Training, and Supporting Resources | Engaging Every Student

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We are excited to announce that we are part of a group of partners that have received funding from the CO2 Foundation to create a 2D adventure video game and hands-on activities focused on changes in the water cycle. The resources will be aligned to the Next Generation Science Standards and Common C…

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In BAESI's new "Modeling the Formation of Ocean Currents" lesson, students do experiments with models of ocean saltwater, cold seawater, and warm water to help them understand how cold water and salty water are denser than warm and less salty water. This prepares them to understand the important process of the "great conveyor belt" of water and energy through Earth's interconnected global ocean. The lesson is designed for grade 5-12 students, with a variety of Enrich / Extend activities listed at the end of the lesson to help you meet the needs of all learners. For instance, it is applicable to high school chemistry and physics classes, as well as earth science classes.
Guiding Questions

How and why does ocean water move?

Why is that process important for life on Earth?

How might the process be changing due to human activities?

How can we help restore balance to thermohaline circulation patterns on Earth?

Objectives

Students will measure salt accurately to create saline solutions to model seawater of different salinity levels.

Students will experiment with different saline solutions and freshwater and demonstrate understanding that increasing salinity increases water density.

Students will create models of warm and cold seawater and slowly mix them together, then demonstrate understanding of how decreasing
water temperature increases its density.

Students will form hypotheses to predict the results of their experiments, record their observations, and compare the results with their predictions in writing.

The lesson is aligned to the Next Generation Science Standards (NGSS) & Common Core State Standards, as well as California's Environmental Principles and Concepts. We hope you and your students enjoy the simulation and other activities and we'd love to hear your feedback!

Click here for more new lessons that help you integrate climate change and other Earth science topics with biology and physical science!

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Modeling the Formation of Ocean Currents

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In BAESI's new "Modeling the Formation of Ocean Currents" lesson, students do experiments with models of ocean saltwater, cold seawater, and warm water to help them understand how cold water and salty water are denser than warm and less salty water.

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BAESI's new "Pika Models + Climate Change" lesson plans areadapted from the 2016 Science Framework for California Public Schools (pp. 839-841). Students explore the life of pikas, tiny mammals that live in alpine areas, and how they are being impacted by climate change. After a brief introduction which includes a reading, short video, and story which includes a mathematical model, students engage in a kinesthetic simulation to gain first-hand experience of life as a pika, and how the animals can be impacted by shrinking habitat. Students then create line graphs with data from the simulation and analyze it.

Part II of the lesson allows students to create their own model to teach others about pikas and their connections to their ecosystem, and/or how the pika or another organism is being impacted by climate change and/or other human activities. Numerous adaptations/extensions are listed at the end of the lesson, including ways to explore additional data from online computer simulations and how they can incorporate current and projected climatic data into their models.

There are two versions of the lesson that are both highly adaptable to meet the needs of all learners:

Both versions of the lesson are aligned to NGSS & Common Core State Standards, as well as California's Environmental Principles and Concepts. They can be easily adapted for other grades and non-formal education settings, as well.

There is also an exciting educational video game called "Life of Pika." It is part of the "Earthgames" series being developed by the University of Washington.

We hope you and your students enjoy the simulations and other activities and we'd love to hear your feedback about it!
Click here for more new lessons that help you integrate climate change and other Earth science topics with biology and physical science!

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Pika Models + Climate Change Lesson Plan

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BAESI's new "Pika Models + Climate Change" lesson plans areadapted from the 2016 Science Framework for California Public Schools (pp. 839-841). Students explore the life of pikas, tiny mammals that live in alpine areas, and how they are being impacted by climate change.

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Inside the Ring of Fire | How the Earth Was Made (S2, E7) | Full Documentary | History

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Request Free ArcGIS Software for Schools

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Esri provides free mapping software to schools for use in K–12 instruction. Fill out this form to apply for the program.

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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WATCH: Marie Tharp mapped uncharted waters. This groundbreaking geologist completely changed the way the world saw... the world! This is her amazing... | By Cup of JaneFacebook

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WATCH: Marie Tharp mapped uncharted waters. This groundbreaking geologist completely changed the way the world saw... the world! This is her amazing...

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Chakrabarty TED Talk

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Four billion years of evolution in six minutes

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Did humans evolve from monkeys or from fish? In this enlightening talk, ichthyologist and TED Fellow Prosanta Chakrabarty dispels some hardwired myths about evolution, encouraging us to remember that we’re a small part of a complex, four-billion-year process -- and not the end of the line. “We’re not the goal of evolution,” Chakrabarty says. “Think of us all as young leaves on this ancient and gigantic tree of life -- connected by invisible branches not just to each other, but to our extinct relatives and our evolutionary ancestors.”

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AI-Generated Scientists Teach Lab Safety | Engaging Middle School STEM Video