| Design an Egyptian Playground |
Students are broken up into four groups. Each group will use their knowledge about Egypt to originate a playground for Egyptian children. This will involve brainstorming ideas on paper, building a pro...
... moreStudents are broken up into four groups. Each group will use their knowledge about Egypt to originate a playground for Egyptian children. This will involve brainstorming ideas on paper, building a prototype with Legos or other material, and explaining their ideas to the class in a five-minute presentation.
...less |
6 (6-8) |
Massachusetts (2001):
 Science
S1009558 S1010C69 S1011180 S1012153 S101D432 S10257A9 |
3 days |
4 |
US$ 0.00 |
| Journey to the Afterlife |
In groups of four, have students design an Egyptian funerary barge to transport the mummy through the underworld to the afterlife. The design of the boat is extremely critical in order for the mummy t...
... moreIn groups of four, have students design an Egyptian funerary barge to transport the mummy through the underworld to the afterlife. The design of the boat is extremely critical in order for the mummy to have a chance to reach and enter the afterlife. In planning the design of the boats, students should be aware of the perils of the underworld. The student will be given the materials and tools the ancient Egyptians had at their disposal in constructing the boats. Once the students have determined the design of the boat, ask them to create it using the materials the ancient Egyptians used. The students will then be given the opportunity to use new materials and techniques, which are in fact based on the Egyptians construction technologies. Students must keep in mind throughout this design task the similarity and differences of the design of the boats with ancient Egyptian materials and tools (technologies) and with today's technologies.
...less |
8 (6-8) |
Massachusetts (2001):
Science
S1009558 S1010C69 S1011180 S1012153 S101D432 S101E5FC S101FED9 S10257A9 |
3 days |
4 |
US$ 0.00 |
| Hovercraft Racers! |
Students gain first-hand experience on how friction affects motion. They build a hovercraft using air from a balloon to levitate a craft made from a compact disk (CD), learning that a bed of air under an object significantly reduces the friction as it slides over a surface. |
6 (5-7) |
Colorado (1995):
Science
S1002447 S100D7F5 S1012041 S1015D9B |
45 hours |
2 |
US$ 1.00 |
| Chair Design |
Students become familiar with the Engineering Design Process as they design and build prototypes for a chair. The miniature chair must be sturdy and functional enough to hold a wooden, hinged artist model or floppy stuffed animal. |
7 (6-8) |
Massachusetts (2001):
Science
S1009558 S1010C69 S1011180 S1012153 |
10 hours |
2 |
US$ 6.00 |
| Map that Habitat |
Historically, sea floor mapping occurred with a more simple data collection method: soundings. Soundings are taken by dropping a weight with a pre-measured rope off the side of the boat and noting th...
... moreHistorically, sea floor mapping occurred with a more simple data collection method: soundings. Soundings are taken by dropping a weight with a pre-measured rope off the side of the boat and noting the measurement on the rope when the weight hits the bottom. This activity will replicate the creation of sea floor bathymetry by taking a simplified form of soundings in the classroom.
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7 (6-8) |
North Carolina (2004):
Science
S1028421 S102849D S10284A6 S10284BD S102853F S1028563 S1028566 S102856C S1028573 S1028578 S10285B4 |
7 hours |
2 |
US$ 3.00 |
| Map-A-Buddy |
This activity serves to introduce the concept of tracking and spatial movements of animals in relation to the environment in which they live. The following activity will aid student understanding of animal tracking and how technology used in this process. |
7 (6-8) |
North Carolina (2004):
Science
S1028421 S102849D S10284A6 S10284BD S102853F S1028563 S1028566 S102856C S1028573 S1028578 S10285B4 |
7 hours |
2 |
US$ 1.00 |
| Biodomes Engineering Design Project: Lessons 2-6 |
In this multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome, following the steps of the engineering design process. T...
... moreIn this multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome, following the steps of the engineering design process. The Procedure section provides activity instructions for Biodomes unit, lessons 2-6, as students work through Parts 1-6 to develop their model biodome. Subjects include energy flow and food chains, basic needs of plants and animals, and the importance of decomposers. Students consider why a solid understanding of one's environment and the interdependence of an ecosystem can inform the choices we make and the way we engineer our own communities. This activity can be conducted as either a very structured or open-ended design.
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5 (3-6) |
Colorado (1995):
Science
S1000375 S1000830 S1002447 S100351E S100BEC7 S100D2A0 S100D7F5 S100F4B7 S1012041 S1015D9B |
7 hours |
3 |
US$ 5.00 |
| Tower O' Power |
In this activity, students learn about creating a design directly from a CAD (computer-aided design) program. They will design a tower in CAD and manufacture the parts with a laser cutter. A competiti...
... moreIn this activity, students learn about creating a design directly from a CAD (computer-aided design) program. They will design a tower in CAD and manufacture the parts with a laser cutter. A competition determines the tower design with the best strength:weight ratio. Students also investigate basic structural truss concepts and stress concentrations. Partnership with a local college or manufacturing center is necessary for the completion of this project.
...less |
9 (9-12) |
Colorado (1995):
Science
S100D7F5 S1012041 S1015D9B
Math
S103C227 S103C266 S103C279 S103C289 |
300 minutes |
2 |
US$ 7.00 |
| Growing and Graphing |
Students visit a 2nd and a 4th grade class to measure the heights of older students using large building blocks as a non-standard unit of measure. They can also measure adults in the school community...
... moreStudents visit a 2nd and a 4th grade class to measure the heights of older students using large building blocks as a non-standard unit of measure. They can also measure adults in the school community. Results are displayed in age-appropriate bar graphs (paper cut-outs of miniature building blocks glued on paper to form a bar graph) comparing the different age groups. The activities that comprise this lesson help students develop the concepts and vocabulary to describe, in a non-ambiguous way, how height changes as children get older. The introduction to graphing provides an important foundation for both creating and interpreting graphs in future years.
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K (K-2) |
North Carolina (2003):
Math
S10048C6 S1007132 S101CA15 S101EF7F
Science
S1028323 S102833F S1028340 S1028341 |
4 hours |
2 |
US$ 0.00 |
| 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 |
