When he looked up he saw the mighty eagle circling in the skies. The mighty eagle circled in the skies, flapping its wings in anger and desperation. From that day forwards, the boy and the mighty eagle were inseparable. The eagle would fly high up in the skies and tell the boy where to find the best prey. The boy grew into a man and became known as the best hunter of them all, brave and strong and never afraid to do battle with his enemies. Because of his skill and strength, the people of the land decided to make him a king and called him Shqipe, which means eagle.
Shqipe was a mighty king and protected his lands and his people from all enemies. If you look at an Albanian flag today you can see a picture of this eagle so you will always remember the brave king and his friend the eagle. There was once a poor man who died and left his wife and son alone. The boy was named Kordha, and as time passed he grew to be big and strong. The mother and son were happy together but they were very poor.
Enjoy this story in: Albanian English. I was very young when the war started so I do not remember everything about it. The students will demonstrate their learning through animal sorts, habitat construction, and informational writing using the conventions of Standard English such as capitalization and punctuation. For the conclusion, the students will peer edit their writing using the provided writing anchor chart before presenting their learning to others.
Students will interpret various primary sources for reconstructing the past, including documents and photographs about dam designs. Students will gain skills necessary for researching by locating credible and original sources, determining if the sources are primary or secondary. Students will discuss the definition of cause and effect, and the teacher will explicitly explain the definition of cause and effect as well as introduce keywords used in determining cause and effect.
Students will be introduced to an informational text about dams. The teacher will model determining a cause and effect relationship found in the text. Next, the students will practice determining cause and effect in the same text. Students will use a cause and effect graphic organizer to identify cause and effect relationships within the informational text.
Pictures of Alabama State Capitols are provided in this lesson to give students the opportunity to research information that could help them to give their point of view. It will be up to the students to provide further information about the pictures. This will start a conversation about the best location for a capital city and its capitol building.
The lesson will begin by students accessing their prior knowledge of weather and climates by completing a warm-up writing prompt. Students will then move to reading texts on the subjects of tornadoes, hurricanes, earthquakes, and droughts to determine if and how climate affects these weather phenomena. In groups, students will create a half-poster that describes their findings in text and pictures. At the end of the lesson, students will view a graph to extend their learning about tornadoes and hint at a future lesson while also completing an "exit ticket" as a means of summative assessment.
The lesson will begin with a brief review of the previous lesson on how climates and geographic locations can affect weather patterns and produce natural disasters. Students will watch a short video during the before strategy to engage learners in the lesson on a particular natural disaster--tornadoes. Students will read various texts and charts in order to understand the causes and effects of tornadoes, putting the information in a T-chart to help organize their thoughts. Students will then discuss their findings with an elbow partner and then write a two-paragraph cause and effect essay which will serve as the summative assessment.
The lesson will focus on observing and creating timelines. Teacher will show students example timelines. Students will state things that they notice from the sample timelines. Finally, students will break into groups and work to create a timeline with other American Symbols books. This lesson will focus on creating timelines. Students will use important dates from their lives to create a personal 5 event timeline. Students will use rulers to measure equal spaces for their timelines. This lesson will require two 1 hour sessions. The first lesson will include the lesson introduction, work on timelines and time for formative assessments as students work.
The second session will be used to complete timelines, share projects, and complete exit tickets. The lesson will focus on creating a timeline. The teacher and students will work together to collect data from teachers around the school. Using this data, students will work to complete a class timeline and formulate questions to ask others about their completed timeline. This lesson will require four minute sessions to complete. The lesson will focus on ordering common events by times, days, months, steps, or events. Students will work collaboratively in groups to organize five child-focused events, steps, or times.
These titles, events, steps, days, and times will be cut apart so that students need to organize them into a logical sequence. Groups will rotate through the five events to practice daily schedules, holidays, school schedules, weekly events, and procedural texts. Groups may take a picture of completed events as a digital copy or the teacher may check each group for formative assessment.
In this lesson, the solutions to lessen the human impact on the environment will be explored. Students will communicate their plan during journal writing by producing an informational writing piece that uses the conventions of Standard English such as capitalization and punctuation. At the end of the lesson, the students will peer edit their writing using the provided writing anchor chart.
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Students will use a pros and cons graphic organizer as they read articles on three different types of tornado shelters: underground shelters, part of the house shelters, and prebuilt shelters. The students will find the advantages and disadvantages of each type of structure. At the end of the lesson, the teacher will create a table that lists all the shelters and the pros and cons of each. In this lesson, students will participate in creating a recycle drive for a classroom project. Students will create the notification for parents for the recycle drive to help collect items to be recycled.
Students will decide by voting on which items they will recycle. Students will bring recyclable items to the classroom for the project. Recyclable materials will be sorted, weighed, and graphed to compare the different items. In this lesson, students will explore solutions that would lessen the human impact on the environment. After reading The Lorax, students will discuss ways they can help their environment through the 3R's reduce, reuse, recycle. Students will create a reduce, reuse, recycle chart from their discussion. This is a third-grade math lesson on the topic of tornadoes and natural disasters.
Students will enter data from an internet search on the number of tornadoes occurring in each state into a spreadsheet. This lesson will culminate the lessons on recycling that have been previously taught. Students will work collaboratively in groups to discuss texts and factual information they have learned from previous lessons taught on recycling. The students will make a poster or brochure to share with the class. The shared portion of the lesson will be videoed so that the students can share with parents, other family members, and the local city council members.
In this lesson, students will conduct an experiment to compare similarities and differences with wind and water erosion. Students will create a narrative story describing a particular rock formation based on evidence in the rock patterns, including an estimated time frame, plants and animals that may have been living in the environment, and the type of erosion that formed their rock formation. The lesson will begin by students accessing their prior knowledge of the anatomical similarities and differences among modern and fossil organisms by creating a Venn diagram with a partner, which will compare and contrast two organisms.
Next, students will complete the online modules found at "What did T. Students will use a cladogram to infer how a T. Lastly, students will construct a written explanation to describe the anatomical similarities and differences between the T. Students will create a model of the Earth's layers and present this model to their classmates, explaining the role of thermal convection in the movement of Earth's materials.
The lesson will begin by students accessing their prior knowledge of fossils and the fossil record by creating a "chain letter" with their classmates. Next, students will participate in an introductory WebQuest which will explain how the anatomical structure of the whale has changed over time. With a collaborative group, students will create a timeline of the Eocene epoch that will depict the chronological order of whale fossil appearance in rock layers. Using the jigsaw strategy, students will read an informational text pertaining to the change in the anatomical structures of the whale over time and complete a data table.
Lastly, students will complete an exit slip, which will serve as the summative assessment for the lesson's objectives. Students will begin this lesson by ordering the events of their morning using relative and absolute dating techniques. Next, students will work with collaborative groups to order events in Earth's geologic history by relative age, then order those same events by absolute age in a scaled model timeline.
Lastly, students will use the time-scale model created with their group members to analyze events in Earth's geologic history. Students will begin the lesson by matching pictures of animal parents and offspring, then the teacher will allow students to describe how they were able to create matches. Lastly, the students will create an illustration of a new animal using a "Trait Table" that includes characteristics of both parent animals.
At the conclusion of the lesson, the students should be able to identify similarities and differences between offspring and their parents and other members of the same species. Students will begin by brainstorming a list of needs that must be met for an animal to survive in its habitat. Next, the students will observe an ant farm, created by the teacher prior to the lesson, and determine how the ants' needs are being met through their environment.
Then, students will create a list of needs that must be met for a plant to survive in its habitat and compare this list to animals' survival needs. Lastly, the teacher will assist students in developing a plan to build a natural habitat conducive to meeting the needs of a plant. At the conclusion of the lesson, the students will construct a plant terrarium. This lesson will require students to research the three tenets of cell theory and describe the scientific evidence that supports this theory.
After students complete their research, they will engage in all steps of the writing process, including prewriting, outlining, revising, and editing. At the conclusion of the lesson, students will create a three-paragraph argumentative essay to examine the cell theory and the scientific evidence that supports this theory. Students will begin the lesson by viewing a video clip that will explain the difference between classical and transgenic breeding of plants. Next, students will work in groups to identify common foods that contain genetically-modified organisms GMOs.
Students will further explore this concept by gathering and synthesizing information regarding the impact of genetically modified organisms on the appearance of desired traits in organisms. Lastly, students will engage in the "RAFT" writing strategy, by taking on the role of a farmer persuading their employees to consider the positive or negative impacts of genetically-modified food crops.
At the beginning of the lesson, students will view an engaging video of time-lapse photographs of flowers blooming, and students will create a T-chart listing the similarities and differences among the appearances of each flower. To formatively assess students' current knowledge of specialized plant structures, the students will sort key vocabulary words related to plants' structures into categories. Then, students will read an informational article on flowering plants and re-sort the key vocabulary words into the correct categories to demonstrate their knowledge of plants' specialized reproductive structures.
Next, students will complete a lab activity in which they will carefully dissect a flower and observe the various specialized structures, collect specimens to view under the microscope and create and label scientific sketches of the flower's specialized structures. Lastly, students will design a unique flower that will have a high probability of reproductive success and provide a written response in a claim-evidence-reasoning format.
Students will begin this inquiry-based lesson by accessing their prior knowledge about the distinguishing characteristics of different substances. Using ideas from the students, the teacher will create a list of physical and chemical properties that can be used to recognize different substances. Next, the teacher will assist the students in planning an investigation that will test methods to determine the identity of substances based on their characteristic properties.
Lastly, students will carry out the investigation they planned with the aim of identifying "mystery" substances using their unique physical and chemical properties. Students will begin by describing how humans change their environment in order to provide for their needs. Students will watch a video clip that explains how several forest animals alter their habitats, and then explain how other animals might change their environment in order to survive.
At the conclusion of the lesson, students will create a drawing that illustrates how an animal may alter their environment to provide for its needs. Students will begin by brainstorming a list of ways that organisms may interact within an ecosystem. Then students will have an opportunity to share their list with a peer and with the class.
Next, students will create a jot chart that will detail the five relationships that may exist between organisms in an ecosystem: competition, predation, mutualism, commensalism, and parasitism. At the conclusion of the lesson, students will examine food webs and predict the patterns of interactions that may exist between and among organisms in an ecosystem. The lesson will begin by engaging students with a video of a natural landform in Alabama called Neversink Pit.
Students will then research the natural and human-made causes and effects of sinkhole formation in Alabama. Lastly, students will create a video PSA to communicate information about sinkhole dangers and methods to protect people and property from sinkhole damage.
This lesson will begin by introducing students to the impact of the interaction of the hydrologic and rock cycles on Earth's materials. Students will categorize the mechanical and chemical impacts of the hydrologic cycle on Earth's lithosphere using a jot chart. Students will participate in an outdoor geologic field study to locate examples of mechanical and chemical effects of the hydrologic cycle on their school's grounds.
Lastly, students will analyze and interpret the data gathered during the geologic field study through the creation of a bar and circle graph. This lesson will require students to research the Big Bang Theory and the three main pieces of scientific evidence that support this theory.
At the conclusion of the lesson, students will create a five paragraph argumentative essay to examine the Big Bang Theory and the scientific evidence that supports this theory. This is a lesson presenting energy and work. It covers: types of energy, forms of energy, work, law of conservation of energy, and renewable and nonrenewable energy sources. In the activities section, one will find links to Internet sites that explore concepts of energy and work.
Interactive labs are also included in this lesson.
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The lesson can serve as a student-led or teacher-led lesson. It gives a brief statement of facts; therefore, the teacher must provide expansions, if needed. The expansions could come from the Internet sites since many of them go into more detail about the concepts. The teacher will also be expected to supply some form of assessment for the lesson.
Students know that humans and other animals must eat food to have the energy to grow, maintain body temperature, heal, and move, but do they realize that all the energy in food was once energy from the sun? In this lesson, students will participate in a simulation regarding the transfer of energy from the sun to plants, the conversion of solar energy into chemical energy during photosynthesis, and the transfer of energy between organisms when one organism eats another. Then they will use websites, close reading of nonfiction passages, and vocabulary-building activities to prepare them to construct their own models of the transfer of energy in a food chain to show that energy in animals' food was once energy from the sun.
Young students may think the sun is the biggest and brightest star in the universe since it appears to be the brightest star in the sky when viewed from Earth. In this lesson, students will use flashlights to construct a model of the difference in stars' appearances due to their distance from Earth.
Then they will use the Internet to research the sun and stars to create a poster, picture book, or digital presentation to explain that the sun is not the biggest or brightest star--it only appears that way due to its proximity to Earth. It can stand on its own but if you haven't taught the others you may want to show the World Population Over Time video before starting this lesson. In this lesson, students investigate photosynthesis through hands-on experiments, videos, and discussion of text.
They work in small groups with picture cards to create a chart showing how plants transform carbon dioxide, water, and light energy into carbohydrates and oxygen. After working collaboratively, students will create their own diagrams of photosynthesis. Because plant observations must occur over time, this lesson will take several days to complete. In this activity, the students will be engineers who compete to create their own "safe" and fast free fall ride.
Using graphing and calculations, the students will calculate the fastest ride and determine the minimum and maximum passenger sizes that their ride will hold. The team that designs the fastest ride that doesn't "hurt" the passenger s wins! The students will work together to design a magnetic system that can float from one point to another.
The students will design a graphic organizer showing the sequence and steps needed to design a Maglev Train system by applying a scientific understanding of the forces between interacting magnets. Students will work in small groups to conduct a hands-on investigation to see what materials allow light to pass through. They will label materials as opaque, translucent, and transparent. They will operate solar panels and place different materials between the sun and the panel. The panel is attached to a fan which will stop, continue spinning or slow down depending on the material.
Learners will record their findings in chart form. In this activity, students try to work their way out of a circular maze, thereby modeling the movement of a photon as it travels through the radiative zone of the sun. Classroom discussion after they complete the activity is focused on the Standard Solar Model and its importance in further scientific studies of the sun. Students investigate the properties of gasses using the gas laws and explore the application to aeronautics. In this lesson, students construct balloon-powered rockets to launch the greatest payload possible to the classroom ceiling.
Student teams receive identical parts to build rockets. Then the teams compete to launch the greatest number of paper clips to space the ceiling. This is an inquiry-based lesson that allows the students to investigate how an animal's color affects its chances of survival in its environment. Students will explore evidence needed to explain the cause-and-effect relationship between an animal's coloring and its effect on the individual's ability to survive. The students will create a communication device using everyday resources.
Students will analyze the bond energy of the reactants and products in a chemical reaction. Students will develop a model to illustrate how the changes in total bond energy determine whether the reaction is endothermic or exothermic.
This is one of three lessons that can be taught alone, or as the second part of a series, "Solutions from Nature. They choose from different materials to construct a house that is sturdy like the stem and has a foundation like the roots. Students will use weather data to construct charts and graphs of temperatures in their city in different seasons. Then they will use this data as evidence to determine which temperatures are typical for each season.
Finally, they will research average seasonal temperatures for another U. Students will justify their explanations based on temperature data and the desired vacation activities. This inquiry-based lesson allows students to explore how our bodies use our voluntary and involuntary nervous systems to make our bodies function. Students will complete a data table using authentic tide predictions from the National Oceanic and Atmospheric Administration.
Next, students will use their data table to create a line graph that will show the relationship between the tidal range and moon phases. Lastly, students will analyze their graph to explain how the occurrence of ocean tides is related to the moon's phases. First, students will view an engaging video about the recent arrival of the New Horizons spacecraft at Pluto. Students will create a sketch of the solar system to show their current understanding of the relative sizes and distances of the objects in our solar system. Students will then scale the diameters of the Sun, eight main planets, and Pluto, as well as the planets' distances from the sun.
Students will be required to utilize mathematical skills, such as division, rounding, and metric system conversions. After scaling the diameters and orbits of the objects in our solar system, students will create a scaled model of the solar system using a roll of toilet paper. Students will create a digital form of steganography with their group. The students will use their five senses to observe and record the local weather. How does light affect sight? In this lesson, students will observe how light reflects off objects and into the eye so we can see. They will learn how the pupil controls the amount of light entering the eye, how we perceive color by sensing different wavelengths of light, and why objects look different in bright and dim light.
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Matter is made of particles too small to be seen. In this lesson, students will plan and carry out investigations with air and simple solutions to provide evidence that all types of matter are made of tiny particles that are invisible to the human eye. How can a tree grow in the middle of a field if no one planted it there? In this lesson, students will work to find out the answer to this question by learning how seeds are dispersed. Students will observe different types of seeds and see how they sometimes "hitch a ride" in or on animals to travel great distances. Finally, they will use the engineering design process to make models of animals that help disperse seeds.
Students will begin this inquiry-based lesson by accessing their prior knowledge of the positive and negative effects of the sun's energy.
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Students will be introduced to the concept of space weather, including cosmic radiation and coronal mass ejections, by watching a video clip from the National Science Foundation. Students will use a dipole bar magnet and iron filings to develop a model of Earth's magnetic field. Students will apply their experience from this inquiry to explain how Earth's magnetic field can protect us from space weather. Students will begin this inquiry-based activity by predicting how the continents of Earth could move over time.
Next, students will complete a lab activity in collaborative groups, in which they will create a model showing how Earth's internal heat energy can create convection currents that result in plate movements. Lastly, students will use their model to explain how Earth's tectonic plates move over millions of years. Students will begin this lesson by accessing their prior knowledge on Earth's natural resources through a brainstorming activity.
The teacher will introduce the topic of fossil fuels, which are non-renewable resources such as coal, oil, and natural gas. This lesson will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the distribution and creation of fossil fuels.
This is an inquiry-based lesson that allows students to investigate how vibrations of matter can create sound and that sound can make matter vibrate. This is an inquiry-based lesson that allows the students to create a string telephone to investigate how sound can be used to communicate over a given distance.
This lesson will demonstrate why blood transfusions are possible between certain types of blood. ABO blood types will be reviewed and students will determine which blood types are the universal donor and recipient. In this lesson, students will examine electronegativities of atoms relative to one another to determine if a covalent bond will be classified as polar or nonpolar.
Students will use an online simulation to help them understand the importance of lone pairs of electrons as well as bonding pairs of electrons. Students will use ball-and-stick models to examine and identify the shapes of various molecules. After researching the formation of each type of rock, students use the evidence from knowledge of the rock cycle to write a story about a pet rock. Students will present their pet rock story to the class. Matter is not created nor destroyed; it simply changes from one form to another. In this lesson, students will challenge their preconceptions about matter by experimenting with physical and chemical changes to determine that the total weight of the matter does not change.
Students will use math to show that the total weight of matter is equal to the sum of the weight of its component parts, and they will graph this information to show that the weight of matter is conserved during physical and chemical changes. The majority of Earth's surface is covered by water, but only a small percentage of this water is freshwater.
In this lesson, students will learn where saltwater and freshwater are found. Then they will use models to show the distribution of different types of water in different reservoirs and depict this information using bar graphs and pie charts. Finally, they will use their data as evidence to support the idea that freshwater should be conserved. Codes are used to transmit messages. We may use codes to keep our messages secret from people who do not know the code, or we may use them to change one type of information into another.
The key to decoding a message is knowing the rule to crack the code. In this lesson, students will explore different types of codes, create coded messages, and apply rules to decode messages. This lesson provides the background needed for students to then develop their own method for transferring information.
Waste disposal is a problem for the entire Earth and must be dealt with in a responsible manner to maintain biodiversity in ecosystems. After investigating the amount of waste they produce as an individual, family, class, school, community, and society, students investigate how items decompose in a landfill and develop arguments to support a solution to the problem. Students engage in argument to defend the effectiveness of a design solution on a proposed method of disposing of waste in their school and community.
Magnets are fun to play with, but how can we use magnets to improve our lives? In this lesson, students explore magnets to determine their strength, polarity, and how they attract and repel each other. Then they use the engineering design process to create inventions that use magnets to accomplish a task. During this lesson, the students will learn how the Earth's spheres interact with one another in order to support life on planet Earth.
Students will consider the marketing campaigns of Gatorade to help identify what makes a substance an electrolyte. Students will plan and conduct an investigation to test common ionic and covalent substances to determine if the substance is an electrolyte or non-electrolyte when dissolved in solution. Students research and create a brochure project on an endangered species of their choice integrating aspects of math, science, social studies, art, reading and writing.
This project allows the students to make connections across the curriculum. Students present their ideas to a group of peers persuading the group to help save or become interested in helping the endangered species. Students are also encouraged to make connections between the activities of the human population and their effect on the natural world. In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided.
Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.
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This is an introductory lesson to a second grade weather unit. The students will be observing the weather each day for one week and recording their observations in a chart. The students will be integrating information from the Internet as well as what they learn in English by using adjectives in their descriptions.
After the students have collected data for a week, in cooperative groups, they will predict the weather for the next week. The teacher will show the students guides or weather reports from past years for that particular week in order to guide them in the direction of an accurate prediction. The students will go to a technology lab to look up and record the weather from a teacher-selected web site.
This lesson deals with human growth and our consumption of land resources. They experiment with different materials to build a "glove" that can protect their hands from a cold ice bath. A YouTube link to a similar demonstration is provided below. This lesson uses hands-on activities to discuss water filtration. Students will have the opportunity to explore water filtration by filtering water through a variety of materials and using potatoes to grow and test the bacteria levels of the water.
With a focus on nanotechnology, this lesson discusses the benefits of embedding silver ions in filters to kill harmful bacteria. At the end of this lesson students will have the opportunity to put their knowledge to the test in a written discussion by designing a solution to a mock water crisis. Virginia Davis and Chris Schnittka. This inquiry-based lesson provides an introduction to waves by using water waves to explore patterns of amplitude, wavelength, and frequency.
Students will investigate water waves in slow motion. This inquiry-based lesson allows students to explore how energy is transferred through a wave. Students will describe features shown on topographic maps as they plan a route for a bicycle race around the school neighborhood. First, they will create clay mountains and learn how to make topographic maps of their landforms. Then they will interpret topographic maps made by other students in the class to match each mountain to its map.
Finally, they will use topographic maps of the school campus to plan an exciting but safe bike race route. In this lesson, the students will learn that plants need water, air, nutrients, and sunlight to grow.
The Eagles who Thought They were Chickens: Teacher’s Guide (Digital Download)
Students will construct and test pendulums with varying weights, string types, release positions, and lengths. They will collect, graph, and analyze data to see which variables affect the speed of the pendulum in order to predict the movement of new pendulums. Then they will then use this data to solve a real-world problem and explain their thinking.
During this lesson, the students will learn how matter transfers within an ecosystem and within the environment. In this simplistic, introductory lesson in Life Science, students will converse with peers to prepare a list of seven common characteristics in organisms after determining if pictured items are living or nonliving. Students will use background knowledge and pictures to identify patterns that represent all living organisms.
After watching a short video, students will separate living and nonliving things by coloring or drawing an outdoor environment. Students will develop an understanding of volume and density by analyzing, calculating, and measuring a gummy bear. The students will determine the cause and effect of a water-soaked gummy bear. Students will measure water and gummy bear with accuracy, record data, and communicate their results. In this inquiry-based lesson, students will investigate how rainfall changes the land and causes runoff. The students will simulate a stream table to show how rainfall erodes the land.
During this lesson, students will learn the different aspects of a wave, including the crest, trough, wavelength, and amplitude. Additionally, they will learn that waves cause objects to move. At the end of the lesson, they will be able to develop a model of waves and describe patterns. This could be the first lesson into waves that can jump start other lessons on other types of waves.
Students will be able to locate the sun by using the Hertzsprung-Russel diagram to plot the sun's location. This lesson can be an opening activity, review activity, or a quick lab. In this lesson, students will share their background knowledge of gravity and how it affects skydivers. Finally, students will create a model helicopter to provide evidence that the gravitational force of earth will cause the helicopter to fall downward toward the center of Earth.
The lesson provides an overview of cloud formation. Cloud formation results when warm, humid air rises and cools, causing the water vapor in the air to condense and form clouds. In this lesson, students will conduct an activity that demonstrates how this occurs. This lesson increases student knowledge of severe weather and weather forecasting. It emphasizes the importance of student questioning to obtain information. This investigation allows students to explore the real-life meaning of solar energy.
Completed projects will be tested and then evaluated for effectiveness. Students will compare and give examples of density-independent and density-dependent factors and how they have an effect on the changing conditions on a lake. After establishing the difference between them, students will play a game where they change several factors and assess the effects of their changes to the environment.
This lesson provides an introductory-level experience with soil. During the experiment, students will combine soil with water and conduct observations. The observations made will lead to greater understanding of soil's basic properties. All rights reserved. Toggle navigation. Sign Up. Sign In. Get The Eagle's Gift from Amazon.
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