Search: Science, Still image (i.e.paintings, drawings, plans, and maps)
Results 1 - 10 of 14
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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| Global Warming Portfolio Project | Eighth grade students will synthesize learning in Science, Mathematics and Language Arts to present accurate, relevant, authoritative and current information about global warming using digital tools and information processing strategies. The essential questions are: Has the climate of our world changed in the last fifty years because of human activity? How can you justify your response? | 8 | |
| Food Webs | As a connection to a unit on ecology, fourth grade students are given the opportunity to create multimedia projects in which they use digital images and text to illustrate food webs. The essential question is: How do food webs work? | 4 | |
| Human Interactions with Living Systems | Seventh-grade students will work in small groups to create a three-minute video in which they will share their research on how humans impact living systems . Each project must include images, video, text, and sound. It must also clearly describe the issue, including the cause and consequence of human interaction with the living system, work that has been done to combat the negative aspects of the issue, and a proposal for a sustainable solution. | 7 | |
| Creepy, Crawly Insects - Where Can I Find Out More? | First and second grade students, currently studying insects in Science, will visit the library to research various insects, take notes on important information, create a presentation, and share findings with peers. Students design presentations to address the following essential questions: What makes this creature an insect? What do I want to tell other students about this insect? | 1, 2 | |
| Cloning: Should We Be Doing It? | In this project students gather and analyze information on research relating to cloning, identify the positive and negative impacts of cloning, and take an individual stand on how they feel about cloning. Students address the following essential questions: What is happening in genetics research on cloning? Why should we care about this research? How does it affect our lives? How do different stakeholder groups view this research? How do I personally feel about cloning? Why? | 12 | |
| Building a Greener Community | Students delve into different areas of community life and the importance of using existing resources in effective and efficient ways. They also consider alternatives to creating greener environments that may be innovative approaches. In their investigations, they address the following essential questions: What does greening a community involve? How green is our community at this time? How can we build a greener community? | 8 | |
| Zoo Animal Experts | Essential Question(s): Where can I learn more about zoo animals? How can I get information beyond just information text? The essential element of this project was 1.) students would learn about an animal they will find at the zoo and 2.) students would learn how to get information from photographs and beginning non-fiction text. | K | |
| Environmental Performance Research | Students will explore worldwide air and water quality as they affect the ecosystem. They will examine EPI performance grades, basis for individual country rankings, and policy goals set by national governments to improve healthy ecosystems. Essential questions will include: What are the primary contributors to air and water pollution? What country-specific circumstances affect ratings i.e. climate, wealth? Are there unique challenges? What policies have been established by national governments? What progress is being made? | 8 | |
| Earth Day Project | Students will be using both research skills and technology to propose an Earth Day project to the school principal. Students will answer the essential question "How will our project benefit our environment?" Once students have answered this question, teams will design a poster to be used as part of the presentation. Students will then vote on which poster to use in the proposal to the principal. Students aim to have the project approved. | 1 | |
| Wolves: Using more than one source | This lesson takes place prior to second grade students’ embarking on their science unit about Alaskan animals. They will work in groups of three to answer two questions about wolves. Each member in the group will use one of the three types of sources to answer the two questions. Then, they will share their answers with each other and each group will share a statement of their conclusions. | 2 |