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Virtual Labs: Understanding Water Activity
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Moist foods – like fresh fruit or raw meat – often have high water activity and spoil quickly. But some foods that seem moist – like jam or pepperoni – don’t spoil as quickly. Why is this? All living things need water to survive. Enzymes and chemical reactions also require water. If water activity is less than 0.6, almost all microbes, including bacteria, molds, and yeasts, stop growing. This means that food can be preserved against spoilage by lowering its water activity – whether by evaporating water away or binding it up. Virtual Labs – Understanding Water Activity familiarizes the user with food science lab equipment and standard techniques for measuring water activity. The interactive animation guides the user through both theory and practice, preparing them for experiences in a real lab. Complete this lab first, then follow up with Virtual Labs – Controlling Water Activity.

Subject:
Biology
Science
Material Type:
Activity/Lab
Simulation
Provider:
Learning Games Lab
Author:
NMSU Learning Games Lab
Date Added:
10/11/2018
Visible Pulse!
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CC BY-SA
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Developed for third grade. Line graph, individual tables for charting each person's pulse rate, and one large table for the entire class.Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
WikiEducator
Date Added:
05/21/2018
Visualizing Magnetic Field Lines
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In this activity, students take the age old concept of etch-a-sketch a step further. Using iron filings, students begin visualizing magnetic field lines. To do so, students use a compass to read the direction of the magnet's magnetic field. Then, students observe the behavior of iron filings near that magnet as they rotate the filings about the magnet. Finally, students study the behavior of iron filings suspended in mineral oil which displays the magnetic field in three dimensions.

Subject:
Biology
Science
Material Type:
Activity/Lab
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Eric Appelt
Date Added:
09/18/2014
Water Around and Around Again
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CC BY-SA
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Developed for third grade. Students will explore the water cycle by creating a miniature environment in a large plastic container. Students will make two different set-ups that will yield similar yet different results.Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
WikiEducator
Date Added:
05/21/2018
Water Cycle in a Bottle
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CC BY-SA
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Developed for second grade. In this activity students will be able to view the different ways water travels and the different forms in which water can be found. The experiment focuses mainly on evaporation, transpiration, condensation and precipitation within the 3 different soda bottle chambers. Students will create their own water cycle chambers by using 3 soda bottles (2 with the bottoms cut off) turned upside down and placed one inside the other. The bottom soda bottle will be filled with the most water representing ground water, the middle soda bottle is filled with some moist soil and beans along with another soda cap or film canister to represent an ocean/lake and the top chamber is then filled with ice cold water to represent clouds in the atmosphere. The chambers are then connected by strings which show evaporation, precipitation and percolation. Over time the students will be able to observe how our environment reuses and recycles water and how the water cycle keeps plants alive.Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
WikiEducator
Date Added:
05/21/2018
Water Pollution and Food Chains
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CC BY-SA
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Developed for sixth grade. There are two key concepts covered in this lesson: first, how pollution can affect plants, and, second, how polluted plants affect the rest of the food cycle. In sum, this lesson teaches students about "Bioaccumulation".Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
WikiEducator
Date Added:
05/21/2018
Waves Go Public!
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Students apply everything they have learned over the course of the associated lessons about waves, light properties, the electromagnetic spectrum, and the structure of the eye, by designing devices that can aid color blind people in distinguishing colors. Students learn about the engineering design process and develop three possible solutions to the engineering design challenge outlined in lesson 1 of this unit. They create posters to display their three design ideas and the comparisons used to select the best design. Then, students create brochures for their final design ideas, and "sell" the ideas to their "client." Through this activity, students complete the legacy cycle by "going public" with the creation of their informative posters and brochures that explain their designs, as well as color blindness and how people see color, in "client" presentations.

Subject:
Biology
Physical Science
Science
Material Type:
Activity/Lab
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Courtney Faber
Date Added:
05/07/2018
Webinar Collection for NFB Campus
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CC BY-NC
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The following is a collection of webinars to support teachers with using the NFB's Campus Resource that is currently avaiable free in SK.  "Established in 2012, CAMPUS is a subscription service that offers expanded online access to NFB educational resources—a collection that includes films, interactive productions and teaching tools. The service allows users to create their own classroom-ready playlists and chapters.Benefits include online access to thousands of educational films, a growing collection of educational interactive productions, and an extensive bank of teaching resources. These resources include study guides, thematic playlists, and notes on appropriate grade levels and curriculum. Subscribers are able to create their own classroom-ready playlists and chapters"

Subject:
Biology
Chemistry
English Language Arts
Health & Fitness
History
Indigenous Perspectives
Law
Math
Mental Wellness
Practical & Applied Arts
Science
Social Studies
Material Type:
Primary Source
Author:
Melissa Lander
Ross Johnstone
Date Added:
10/07/2021
We've Come a Long Way, Baby!
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Educational Use
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Students discuss several human reproductive technologies available today pregnancy ultrasound, amniocentesis, in-vitro fertilization and labor anesthetics. They learn how each technology works, and that these are ways engineers have worked to improve the health of expecting mothers and babies.

Subject:
Biology
Science
Material Type:
Activity/Lab
Lesson
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Denise W. Carlson
Kristin Field
Malinda Schaefer Zarske
Date Added:
09/18/2014
What Are Microbes : Microbiology Basics
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CC BY-ND
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Our first video on Microbiology. This video takes a look at what are microbes. We define the terms microbes and microorganisms, as well as look at the different types of microbes.

Be sure to subscribe to https://www.youtube.com/mrfordsclass
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Subject:
Biology
Science
Material Type:
Lesson
Provider:
Mr. Ford's Class
Author:
Scott Ford
Date Added:
05/21/2018
What Are Stem Cells | Biology for All | FuseSchool
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ur bodies are the ultimate factory. Every cell has its specific job to do, and is shaped to do that job perfectly. The fate of each cell is determined during the embryo stage, and then cannot be changed.

However, cutting-edge research made a major discovery for modern science: there are these wonderful cells that exist called stem cells. These cells have the ability to become any type of cell because they are not specialised.

Scientists were hugely excited by their discovery because they can be used to repair damaged organs, bones or cartilage. They could also be used to help treat diseases, such as by making new brain cells to treat people with Parkinson’s disease. Or they could be used to repair damaged immune systems, and even reverse paralysis or regrow lost limbs. The discovery of stem cells is huge for modern medicine, and could have a massive impact.

There are two types of stem cells in humans: embryonic stem cells and adult stem cells.

Embryonic stem cells are unspecialised cells that can develop into any type of cell. Adult stem cells are also unspecialised cells but whilst they can develop into many types of cell, unlike embryonic stem cells, they cannot develop into every type of cell.

Adult stem cells come from tissues such as bone marrow. As in the name, embryonic stem cells can be removed from unused embryos such as those left over from fertility treatments for example.

Whilst the discovery of stem cells offers huge potential for modern medicine, there are many social and ethical considerations that need to be taken into account. A lot of research was, and still is, needed to find out exactly how they work and how we can control them to do what we want; and not just grow uncontrollably.

Stem cells are already being used in treatments.

One big social and ethical debate around stem cells is therapeutic cloning. This is the concept of cloning a patient, growing an embryo from the cloned cells and then extracting stem cells from the embryo to grow the specific organ needed by the patient. The patient’s body would not reject this organ, as it is a made from the patient’s own cells.

Unspecialised stem cells also exist in plants and can develop into the cells of flowers, roots, or leaves. Unlike in animal cells, some plant cells do remain unspecialised and can then develop into any type of plant cell. The unspecialised plant cells group together into structures called meristems. Whereas animals stop growing in size when they are adults, plants do not. This is because meristems divide to produce cells thus enabling plants to continue to grow both in height and width throughout their life. They also produce cells that develop into flowers and leaves.

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VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you.

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This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/b... ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org

Subject:
Biology
Science
Material Type:
Lesson
Provider:
FuseSchool
Date Added:
10/31/2016
What Do Bread and Beer Have in Common?
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Students are presented with information that will allow them to recognize that yeasts are unicellular organisms that are useful to humans. In fact, their usefulness is derived from the contrast between the way yeast cells and human cells respire. Specifically, while animal cells derive energy from the combination of oxygen and glucose and produce water and carbon dioxide as by-products, yeasts respire without oxygen. Instead, yeasts break glucose down and produce alcohol and carbon dioxide as their by-products. The lesson is also intended to provoke questions from students about the effects of alcohol on the human body, to which the teacher can provide objective answers.

Subject:
Biology
Science
Material Type:
Activity/Lab
Lesson
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Mary R. Hebrank
Date Added:
09/18/2014
What Makes our Bones Strong?
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Students will use this activity to determine what keeps our bones strong. Soaking the bones in vinegar will remove the calcium from the bones causing them to become soft and rubbery. Students will find that when we age, calcium is depleted from our bones faster than we can restore it. They will then determine what complications can arise from it.

Subject:
Biology
Science
Material Type:
Activity/Lab
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Morgan Evans
Date Added:
09/18/2014
What eggsactly is good for you teeth?
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CC BY-SA
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Developed for second grade. In this experiment students will learn about the sugar content in foods and the detrimental effects sugar can have on teeth, as well as the importance of dental care.Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.

Subject:
Biology
Science
Material Type:
Lesson
Provider:
WikiEducator
Date Added:
05/21/2018
What is a Virus?
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The Science Centre has just launched a new science information project called Understanding COVID-19. This site provides information about viruses and provides links to more information about immunity and infections.

Subject:
Biology
Health & Fitness
Health Education
Health Science
Science
Material Type:
Primary Source
Author:
Saskatchewan Science Centre
Date Added:
10/27/2020
What's Dominant?
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Educational Use
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In a class discussion format, the teacher presents background information about basic human genetics. The number of chromosomes in both body cells and egg and sperm cells is covered, as well as the concept of dominant and recessive alleles. Students determine whether or not they possess the dominant allele for the tongue-rolling gene as an example.

Subject:
Biology
Science
Material Type:
Activity/Lab
Lesson
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Mary R. Hebrank
Date Added:
09/18/2014
What's with All the Pressure?
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Students learn how to take blood pressure by observing a teacher demonstration and then practicing on fellow classmates in small groups. Once the hands-on component of this activity is completed, the class brainstorms and discusses how blood pressure might affect a person's health. This activity acts as hook for the second lesson in this unit, in which blood pressure is presented in detail, as well as how variances in blood pressure can affect a person's cardiovascular system.

Subject:
Biology
Science
Material Type:
Activity/Lab
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Carleigh Samson
Date Added:
09/18/2014
What to Bring?
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Educational Use
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In this activity, students are provided with a list of supplies that survived their plane's crash in the Amazon jungle. They will organize the supplies to classify which items are useful for surviving in the Amazon. Students will use estimation and basic math skills to determine how much they can carry and to decide on what items to bring with them to survive in the Amazon until they reach their destination.

Subject:
Biology
Science
Material Type:
Activity/Lab
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Date Added:
09/18/2014
Who Needs What?
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The teacher leads a discussion in which students identify the physical needs of animals, and then speculate on the needs of plants. With guidance from the teacher, the students then help design an experiment that can take place in the classroom to test whether or not plants need light and water in order to grow. Sunflower seeds are planted in plastic cups, and once germinated, are exposed to different conditions. In particular, within the classroom setting it is easy to test for the effects of light versus darkness, and watered versus non-watered conditions. During exposure of the plants to these different conditions, students measure growth of the seedlings every few days using non-standard measurement. After a few weeks, they compare the growth of plants exposed to the different conditions, and make pictorial bar graphs that demonstrate these comparisons.

Subject:
Biology
Science
Material Type:
Activity/Lab
Lesson
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Mary R. Hebrank
Date Added:
09/18/2014