Science

The students will use a simulation from a website that allows for the manipulation of the Sun's position by adjusting the location on earth and time/date.

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Unit designed to support students while learning about the biology genetics unit in the regular classroom. The unit goes into more detail and gives more practice to students in the terms and concepts of the unit.

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Students will learn to recognize the characteristics of livng things, by viewing videos, power point presentations, small group activities, online games, assesments face-to-face and online

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This unit is designed to guide upper-level/AP biology students through the four different categories of biological molecules (carbohydrates, lipids, proteins, and nucleic acids). Topics within the unit are divided among the students so that each student has one chunk of information they are expected to master.

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A Mastodon is Not a Dinosaur! is an arts integration project that infuses fine arts projects into the core curriculum subjects of science and literacy.  This project was designed for a Young Fives (pre-K) classroom.  This blended learning resource focuses on gathering information about the following Ice Age Mammals: American Mastodon, Woolly Mammoth, Saber Toothed Cat, Giant

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This is blended unit that is set up for a four- and five-year old preschool program (Great Start Readiness). The unit will take roughly three weeks to complete and is aligned with the Creative Curriculum.

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This blended unit of instruction integrates various web resources to deepen student understanding of the role of plate tectonics in shaping our land. Emphasis is given to the layers of the earth and Earth's magnetic field, volcanoes, earthquakes, continental drift, and types of plate boundaries and movement.

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Students will use multiple graphs and data dealing with evidence from sun spot cycles, tree rings, and volcanic eruptions to gain an understanding of what factors can change our climate. The lab is broken into three parts that could be completed individually or all at once with a forth part as the conclusion.

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The students will be using a website simulation that deals with light spectra. They can manipulate the simulation to see differences in wavelengths, temperature, color, and peak intensity. Another part of the lab deals with using spectra glasses with various light sources to see the spectral lines that are given off.

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The students will use a Hertzsprung-Russell(HR) Diagram simulation/animation from a website for this lab. This site allows the student to manipulate the variables of stars from the HR diagram (temperature, color, spectral type, size/mass, luminosity), in order to understand how stars can be classified/categorized.

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