| Leaning Tower of Pasta |
Using spaghetti and marshmallows, students experiment with different structures to determine which ones are able to handle the greatest amount of load. Their experiments help them to further understan...
... moreUsing spaghetti and marshmallows, students experiment with different structures to determine which ones are able to handle the greatest amount of load. Their experiments help them to further understand the effects that compression and tension forces have with respect to the strength of structures. Spaghetti cannot hold much tension or compression; therefore, it breaks very easily. Marshmallows handle compression well, but do not hold up to tension.
...less |
6 (5-7) |
Colorado (1995):
 Science
S1002447 S10069B9 S100D7F5 S1012041
Math
S103C25E S103C272 |
45 minutes |
2 |
US$ 1.00 |
| Let Your Ears do the Walking |
In the previous lesson, students learned about the issue of bycatching by fisheries and how it affects marine habitats. Dolphins are one of the main species affected by bycatching. Dolphins use echo...
... moreIn the previous lesson, students learned about the issue of bycatching by fisheries and how it affects marine habitats. Dolphins are one of the main species affected by bycatching. Dolphins use echolocation to identify the location of objects in the water, but they have difficulty identifying nets, and thus can be caught accidentally. Students will learn how echolocation works, why certain animals use it to determine the size, shape, and distance of objects, and how humans can potentially take advantage of dolphins' echolocation ability when developing bycatch avoidance methods. In this activity the students will experience a simulation of echolocation and use it to walk along a path while blindfolded.
...less |
5 (4-6) |
North Carolina (2004):
Science
S10283BB S10283BD S10283E1 S102841E |
45 minutes |
2 |
US$ 2.00 |
| Let's Bag It |
Students observe and discuss a vacuum cleaner model of a baghouse to better understand how this pollutant recovery method functions in cleaning industrial air pollution. |
5 (4-6) |
Colorado (1995):
Science
S100D7F5 S100F4B7 S1015D9B
Math
S103C246 |
20 minutes |
28 |
US$ 5.00 |
| Let's Get It There Fast |
The purpose of this activity is to demonstrate how aircraft have decreased the amount of time it takes to transport people and cargo. Students will compute the time it takes to travel between two citi...
... moreThe purpose of this activity is to demonstrate how aircraft have decreased the amount of time it takes to transport people and cargo. Students will compute the time it takes to travel between two cities for several modes of transportation including trucks, trains and airplanes. Students will also do some critical thinking to determine why airplanes are not always used.
...less |
5 (4-6) |
Colorado (1995):
Science
S100D7F5
Math
S103C246 S103C285 |
45 minutes |
4 |
US$ 1.00 |
| Light Plants and Dark Plants, Wet Plants and Dry Ones |
Students plant sunflower seeds in plastic cups, and once germinated, these are exposed to different conditions of light levels and/or soil moisture contents. During exposure of the plants to these di...
... moreStudents plant sunflower seeds in plastic cups, and once germinated, these are exposed to different conditions of light levels and/or soil moisture contents. During exposure of the plants to these different conditions, students measure growth of the seedlings every few days using non-standard measurement (inch cubes). After a few weeks, they compare the growth of plants exposed to the different conditions, and make pictorial bar graphs that demonstrate these comparisons.
...less |
1 (1-3) |
North Carolina (2003):
Math
S100282C S1008E25 S100A7C4 S100C8F7 S100E7F0
Science
S1028343 S102834D |
4 hours |
1 |
US$ 20.00 |
| Light Scavengers |
In this activity, students examine various materials and investigate how they interact with light. Students use five new vocabulary words (translucent, transparent, opaque, reflection and refraction) to describe how light interacts with the objects. |
3 (3-5) |
Colorado (1995):
Science
S10069B9 S100D7F5 S1012041 S1015D9B |
30 minutes |
2 |
US$ 0.25 |
| Light Your Way |
When there is a power failure, or when we go outside at night, we grab a flashlight so we can find our way. What happens inside a flashlight that makes the bulb light up? Why do we need a switch to tu...
... moreWhen there is a power failure, or when we go outside at night, we grab a flashlight so we can find our way. What happens inside a flashlight that makes the bulb light up? Why do we need a switch to turn on a flashlight? Have you ever noticed that for the flashlight to work you must orient the batteries a certain way as you insert them into the casing? Many people do not know that a flashlight is a simple series circuit. In this hands-on activity, students build this everyday household item and design their own operating series circuit flashlight.
...less |
4 (3-5) |
Colorado (1995):
Science
S1002447 S100D7F5 S1012041 S1022DDF |
60 minutes |
4 |
US$ 6.00 |
| Lights On! |
Students in this activity will build simple circuits using a battery, wires, and light bulbs. This activity allows students to examine how electricity is conducted through a light bulb using a battery...
... moreStudents in this activity will build simple circuits using a battery, wires, and light bulbs. This activity allows students to examine how electricity is conducted through a light bulb using a battery as a power source. Students will also able to observe the differences between a series circuit and parallel circuit by building each type of circuit.
...less |
4 (3-5) |
North Carolina (2004):
Science
S10283CC S10283CF S10283D0 S10283D1 S10283D2 |
1 hour |
2 |
US$ 20.00 |
| Load It Up! |
Students take a hands-on look at the design of bridge piers (columns). First they brainstorm types of loads that might affect a Colorado bridge. Then they determine the maximum possible load for that ...
... moreStudents take a hands-on look at the design of bridge piers (columns). First they brainstorm types of loads that might affect a Colorado bridge. Then they determine the maximum possible load for that scenario, and calculate the cross-sectional area of a column designed to support that load. Choosing from clay, foam or marshmallows, they create model columns and test their calculations.
...less |
7 (6-8) |
No Standards Found |
50 minutes |
2 |
US$ 3.00 |
| Lunar Lollipops |
The students work in teams of two to discover the relative positions of the Earth, Sun and Moon that produce the different phases of the Moon. The students will be given a Styrofoam ball that they wi...
... moreThe students work in teams of two to discover the relative positions of the Earth, Sun and Moon that produce the different phases of the Moon. The students will be given a Styrofoam ball that they will attach to a pencil so that it looks like a lollipop. This ball will be the Moon, the students will be the Earth and a hanging lightbulb will be the Sun. The students will move the "Moon" around them to discover the different phases. They will fill in the position of the Moon and its corresponding phase on the attached worksheet.
...less |
3 (3-6) |
North Carolina (2004):
Science
S10283A4 S10283A7 S10283A8 S10283A9 S102846C S1028478 |
30 minutes |
2 |
US$ 5.00 |
