Students engage in viewing day three of ecosystem changes in lab groups to determine if the ecosystem is healthy or unhealthy based on scientific data and factors.

Students will work in cooperative groups to create an accurate arrangement of mirrors that work together to relay a laser beam from a Mars space station to Earth’s Mission Control, which will model utilizing satellites in space for communication, an accommodation necessary for manned space exploration.

Students will categorize cells as prokaryotic or eukaryotic by identifying the presence or lack of a nucleus.

Students compare and contrast potential and kinetic energy by creating a real-world model through a movie.

Students will work in partners to investigate Newton’s second law by testing a series of experiments with varying conditions.

Students will work with partners to investigate how mass, potential energy, and kinetic energy act on objects dropped from varying heights.

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Students will work collaboratively through a fictitious, real-world scenario to determine the probability of each breeding pair of dogs producing offspring with the desired trait for a fictitious client.

Students collaboratively determine how the characteristics of a real-world job correlate with each of Newton’s Laws and why that is relevant to their own lives.

Students participate in a hands-on lab in which glacier (ice) effects on the Earth’s surface is demonstrated.

Students will work in small groups of two to three on a structured challenge around circuits which includes requirements such as including using a switch or a conductor. They will then use that knowledge to work on a collaborative challenge to solve a relevant problem related to elephant poaching. Students will create a containment system that will have an alarm system, a lighting system, and a way to pass through. Finally, they will review the other projects and discuss similarities and differences in the design.

Students use various surfaces and a weighted car to see how far the car will travel using balanced and unbalanced forces.

Students will work in small collaborative groups to demonstrate the rotation of the Earth as it revolves around the Sun which creates a day and night cycle.

Students will collaborate on a electronic slideshow presentation and observe, record, and describe the role of ecological succession including both primary and secondary succession.

The students will review related vocabulary, watch the teacher model a dihybrid cross, and then perform a dihybrid cross and answer questions about the outcomes with a partner.

Students will review the steps of the scientific method and conduct an investigation that involves sorting magnetic and nonmagnetic objects.

In collaborative groups, the students investigate the transport of water within potato cells placed in various tonicity solutions.

All matter contains energy. Energy can be transferred from one object to another. Energy transformation can occur through the conversion of energy from one form to another. Energy is never created nor destroyed; it is always transferred and/or transformed. Students will demonstrate how energy is transformed and transferred in an ecosystem. To do this, students will create energy pyramids by stacking cups that represent organisms and available amounts of energy. Students will graph and analyze the data.

Students will explore biodiversity concepts through several activities including a video, a card sort, think-pair-shares, food webs, and four corners.

Students will investigate various ecosystems to determine what producers and consumers are, as well as their needs within an ecosystem.

Students will explore abiotic and biotic factors in various ecosystems by working through stations. Students will be able to identify and describe abiotic and biotic factors within an ecosystem.