Students will examine the sculpture of the Greek hero Herakles (Hercules to the Romans) and discuss what it means to be a hero in ancient Greece and today. They will then choose a modern hero and create a sculpture that expresses the hero's identity and attributes.

Students discuss the unique considerations that artists creating site-specific outdoor sculpture have to take into account when planning their work. They then choose sites and create models for their own site-specific works. Finally, they create proposals to present to potential patrons - such as school administrators or grant committees.

Ben goes to the beach and watches a seal being born. Over the next few seasons, Ben develops a special bond with this seal, a bond that Ben knows will last the rest of his life.

This is an activity about sunlight as an energy source. Learners will create a plant box and observe that a plant will grow toward the Sun, its primary source of energy. This hands-on activity is an additional lesson as part of the book, The Day Joshua Jumped Too Much.

In this lesson, students learn about major landforms (e.g., mountains, rivers, plains, valleys, canyons and plateaus) and how they occur on the Earth's surface. They learn about the civil and geotechnical engineering applications of geology and landforms, including the design of transportation systems, mining, mapping and measuring natural hazards.

Welcome to Secondary Science Implementation Support. This site from the Ministry of Education in SK has a huge collection of excellent supports for High School Science.

There are currently over 500 supports available.

Select "Support Materials" from the menu on the left.

This site houses materials developed to support teachers' implementation of secondary science courses. The Support Materials section contains materials that have been developed and refined by each of the course-specific Secondary Implementation Support teams. Teachers are free to use these materials as they wish.
Any teacher may post questions in the Discussion Board and/or share their materials. Note that copyright must be respected in all cases.

Support materials for Science 10, Health Science 20, Environmental Science 20, Physical Science 20, Chemistry 30, Physics 30, Biology 30, Earth Science 30, Computer Science 20 and Computer Science 30 have been posted.

You must be logged into Blackboard to see the supports.

This resource can help you access Blackboard as a SK Teacher if you are having difficulty: https://s3.amazonaws.com/sws.oercommons.org/media/editor/30/Accessing_Blackboard.pdf (Copy and paste this url into a browser).

Please note: You will need to click "Open this in a new window" to view the resource when the message appears.

Marine biologist Tierney Thys teamed with Christian Sardet (CNRS/Tara Oceans), No錩 Sardet and Sharif Mirshak to use footage from the Plankton Chronicles project to ignite wonder and curiosity about the hidden world of Plankton that underpins our own food chain. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 6-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.

Students apply everything they have learned about light properties and laser technologies to designing, constructing and presenting laser-based security systems that protect the school's mummified troll. In the associated activity, students "test their mettle" by constructing their security system using a PVC pipe frame, lasers and mirrors. In the lesson, students "go public" by creating informational presentations that explain their systems, and serve as embedded assessment, testing each student's understanding of light properties.

In this lesson, students will observe corn and soybean seeds as they germinate and compare monocots and dicots.

Students will learn the path that food takes from the plant to the table.

This current feature from NASA's Earth Observatory focuses on the use of a new type of vegetation measurement called the leaf area index (LAI). The four page article describes how trees moderate climate, and how scientists think the LAI will be useful in modeling global climate change. The text is written for a general audience and includes images showing what LAI data actually looks like. When the glossary is turned on, links are provided to definitions for a number of scientific terms.

This is lesson to begin learners' thinking about magnetic influence. Learners will watch a classroom demonstration about the effect of magnets on iron filings and then complete a journal assignment to record their reactions and thoughts. This is the first activity in the Mapping Magnetic Influence educators guide.

Students examine the existence of sound by listening to and seeing sound waves while conducting a set of simple activities as a class or in pairs at stations. Students describe sound in terms of its pitch, volume and frequency. They use this knowledge to discuss how engineers study sound waves to help people who cannot hear or talk.

Students will be instructed to make an observation of a flower (tulip) given the one stipulation that they will only be allowed to detect the parts of the plant that are green. Through observation and discussion, students will be led to understand that only seeing parts of the flower leads to an incomplete and even inaccurate understanding of its structure.

Students will construct their own knowledge of the Sun emitting light above and below the visible spectrum by using UV beads to detect ultraviolet radiation coming from the Sun, and, in a second experiment, will record the temperature readings of thermometers placed in the visible and infrared region of a spectrum produced using a prism. An optional M&M Filter Activity is included in the lesson to demonstrate how filter work.

Through this concluding lesson and its associated activity, students experience one valuable and often overlooked skill of successful scientists and engineers communicating your work and ideas. They explore the importance of scientific communication, including the basic, essential elements of communicating new information to the public and pitfalls to avoid. In the associated activity, student groups create posters depicting their solutions to the unit's challenge question accurate, efficient methods for detecting cancer-causing genes using optical biosensors which includes providing a specific example with relevant equations. Students are also individually assessed on their understanding of refraction via a short quiz. This lesson and its associated activity conclude the unit and serve as the culminating Go Public phase of the Legacy Cycle, providing unit review and summative assessment.

In this video segment, produced for the Levine Museum of the New South, Joseph De Laine Jr. and Ophelia De Laine Gona describe conditions in segregated South Carolina schools.

Our school, Kelly Middle School, is one of the oldest middle school buildings in 4J (primary construction was completed in 1945). Each year we practice earthquake drills. Why? Why should we be concerned about earthquakes? Where might an earthquake occur in the northwest area? Might it be minor or violent? How might this be measured? Is an earthquake a singular event, or a series of events? What increases or decreases an earthquake hazard? Do we have any early-warning systems? Is the school earthquake drill correct? Considering these questions students need to develop an understanding of how to prepare for, and react to an earthquake event. When students are comfortably informed, who should they report to?

Students learn about the types of seismic waves produced by earthquakes and how they move the Earth. The dangers of earthquakes are presented as well as the necessity for engineers to design structures for earthquake-prone areas that are able to withstand the forces of seismic waves. Students learn how engineers build shake tables that simulate the ground motions of the Earth caused by seismic waves in order to test the seismic performance of buildings.

This short video and interactive assessment activity is designed to teach third graders about selecting capacity by comparison.

This short video and interactive assessment activity is designed to teach fourth graders about converting capacities using illustrations (english units).