First Six Weeks

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					SEVENTH GRADE SCIENCE

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FIRST SIX WEEKS                                                2

SECOND SIX WEEKS                                              15

THIRD SIX WEEKS                                               23

FOURTH SIX WEEKS                                              26

FIFTH SIX WEEKS                                               32

SIXTH SIX WEEKS                                               37
First Six Weeks


Title:                                      Grade level:
Lab Safety 101                              6th-8th
Subject(s):                                 Six Weeks/CPG:
Science –Lab rules and procedures           First/ Week 1 (2days)
Description:
Students will conduct a lab setting during the connection. Then both classes will
evaluate wrong procedures.



Objectives:
Learning Standard 1001




Content Provider/Project Creator:
Point to Point / Multipoint
Cost (subject to change):
FREE
Link for more information:
1st six weeks CPG week one
Title:                                     Grade level:
Lab equipment 101                          6th – 8th
Subject(s):                                Six Weeks/CPG:
Science –Scientific tools                  First/ Week 1 (2 days)
Description:
Students will demonstrate and participate in a virtual vocabulary activity. Students
will use the equipment to challenge the connecting school for names and uses of the
equipment.


Objectives:
Learning Standards - 1014




Content Provider/Project Creator:
Point to Point / Multipoint
Cost (subject to change):
FREE
Link for more information:
CPG 1st six weeks
Science 7th 1st six weeks


Title:                                     Grade level:
Mixed up mixtures and solutions            6th – 8th
Subject(s):                                Six Weeks/CPG:
Science- Scientific Method                 First/ Week 2 (3days)
Description:
During Mixed up Mixtures and Solutions, students are encouraged investigate and
explore various scientific principles. What is the difference between a mixture and a
solution? And how can we apply the scientific method to exciting experiments?

1. Basic understanding of the Scientific Method
2. Demonstrations
3. Active participation in experiments
4. Wrap-up
Objectives:
Learning Standards 1003,1004,1005,1008

1. To increase understanding of the scientific method.
2. To investigate with demonstrations and hands-on experiments the characteristics
of mixtures and solutions.
3. Begin to understand molecules and their characteristics
Content Provider/Project Creator:
Life Science Center at Marian College
Cost (subject to change):
$100.00
Link for more information:
http://www.lifescienceed.org/
Title:                                      Grade level:
Ecology Explorations                        6th – 8th
Subject(s):                                 Six Weeks/CPG:
Science – Ecosystems                        First/ Week 4 (5days)
Description:
In Ecology Explorations, students will embrace the concept of biodiversity as they
construct food chains, food webs in pre-lab. Students will learn and discuss
adaptations of predators and prey. Students will also simulate 10 generations in a
Predator-Prey activity, graph their data and draw conclusions of population
dynamics in post-lab. Students will observe the food chain directly by dissecting an
owl pellet and identify the bones using a dichotomous key. Students will also be able
to predict the role of consumers in the food web by inspecting skulls and teeth of
different animals

1. Dissect an owl pellet using the bones to determine the prey using a dichotomous
key.
2. Discuss predator-prey relations.
3. Discuss predator and prey adaptations using animal skulls.
Objectives:
1. Students will define biodiversity and apply knowledge of food chains, food webs,
energy pyramids and niches in ecosystems.
2. Students will dissecting an owl pellet and utilize a dichotomous key.
3. Students will identify the three types of teeth and determine an animal's role in a
ecosystem.
4. Students will engage in a discussion on population control and predator-prey
dynamics.
5. Students will engage in a discussion on predator and prey adaptations
Content Provider/Project Creator:
Discovery Center of Springfield
Cost (subject to change):
$150.00
Link for more information:
www.discoverycenter.org
Title:                                     Grade level:
Globe Warming: Good or Bad                 6th – 8th
Subject(s):                                Six Weeks/CPG:
Science                                    First/ Week 3 (5 days)
Description:
Many people are concerned with the possibility that the earth’s atmosphere is
getting warmer and what effects this change may have on the our environment. This
program uses demonstrations and student/instructor interaction to help students
understand climate change by exploring the definition, causes, and possible
repercussions of global warming in regard to the planet’s ecosystems.

Program begins with a welcome and introduction by LEARNnco presenter
Program topic will be introduced either by a question or activity
As new concepts are introduced, students will be quizzed on their knowledge of the
new concepts.
LEARNnco presenter will demonstrate how increase in global warming can occur.
Time will be allowed after program conclusion to allow for questions and answer
Objectives:
Learning Standards 2015

Students will explore the changing of the earth's environment due to climate change.
Students will participate in a discussion of the truths and myths regarding climate
change.
Students will develop an appreciation of the need to address climate change.
Students will list three possible solutions to dangerous effects of certain climate
changes
Content Provider/Project Creator:
LEARNnco
Cost (subject to change):
$175.00
Link for more information:
scsmpbell@ncoesc.org
Title:                                     Grade level:
Plant Adaptations: Mediterranean           6th – 8th
Biome
Subject(s):                                Six Weeks/CPG:
Science - Ecosystem                        First/Week 3 (5 days)
Description:
Royal Botanical Gardens may be on the same latitude as the Mediterranean, but it
doesn't have the same climate. Why not? We'll take a look at the physical geography
of these two areas and compare - what is different? We'll examine representative
Mediterranean plants and the adaptations that have enabled them to survive in this
unique climate and environment. How have humans impacted this ecosystem?

1. Participants play a quick quiz with the presenter to review plant parts and
functions.
2. We examine and discuss the questions about latitude and climate of the
Mediterranean (and the stomata experiment results).
3. We examine and discuss physical traits of representative plants and predict their
adaptation.
4. Time is allowed for questions and answers after the presentation as well as during
the presentation.
Objectives:
The participant will:
- analyze climographs to determine climate of specified regions
- examine and compare physical traits of plants and predict the adaptation
- engage in a discussion about relationship of climate, environment, and plant
characteristics
- develop an understanding and appreciation of importance of plants to humans
Content Provider/Project Creator:
Royal Botanical Gardens
Cost (subject to change):
$125.00
Link for more information:
Title:                                     Grade level:
Wetland Ways                               6th – 8th
Subject(s):                                Six Weeks/CPG:
Science- Ecosystems                        First/ Week 3 (5 days)
Description:
How would you describe a wetland? There is more than meets the eye! Why is it
called a nursery? Why is it known as one of the most production ecosystems? We'll
examine some water-loving plants typically found in wetlands to better understand
how a wetland works. Why are plants so critical to a wetland? We'll use everyday
objects to discover the important functions of a wetland for wildlife and humans.
What can we do to care for it?

1. We begin by students suggesting what they think a wetland is.
2. We'll examine some pictures/models of 4 types of wetlands and discuss their
characteristics while examining representative plants.
3. We'll use common household objects as metaphors to investigate for natural
functions of wetlands.
4. We'll make simple predictions and inferences based on a wetland model.
5. We'll discuss how wetlands are important to wildlife and us and suggest ways that
we can help restore and maintain this ecosystem.
6. We'll conclude with a question and answer session.
Objectives:
Learning standard -2015

Participants will:
* explore and describe characteristics of wetlands.
* examine representative plants and discover their connection to wildlife.
* discover the functions of a wetland.
* demonstrate their understanding of the importance of wetlands to wildlife and
humans
Content Provider/Project Creator:
Royal Botanical Garden
Cost (subject to change):
$125.00
Link for more information:
Title:                                       Grade level:
Rock’n Rainforest                            6th – 8th
Subject(s):                                  Six Weeks/CPG:
Science - Ecosystems                         First/Week 3 (5 days)
Description:
Rainforests rock! Did you know you can walk for a mile through a tropical
rainforest and never see the same plant or animal twice?!! Tropical rainforests
provide the world with amazing diversity and resources. See for yourself how
important these 'stand of trees' are and even explore some not so tropical
rainforests. (Did you know we have one in the US?)

1. This program begins with the where, what, and why's of the rainforest.
2. Rainforest products that humans use are displayed and discussed.
3. Then we discuss the four levels of the rainforest and the animals that reside there.
4. Program ends with why students should care about the rainforest and what they
can do to preserve it.
Objectives:
Learning Standard - 2015

Participants will:
learn where rainforests can be found
learn why rainforests exist
learn the characteristics of rainforest with regard to temperature, rainfall, plants,
and animals
Explore the numerous rainforest products that humans use
Learn about the four levels of rainforests
Realize what they can do in their community to conserve the rainforest
Content Provider/Project Creator:
Lee Richardson Zoo
Cost (subject to change):
FREE
Link for more information:
Title:                                      Grade level:
Endangered Species                          6th – 8th
Subject(s):                                 Six Weeks/CPG:
Science - Ecosystem                         First/Week 3 (5 days)
Description:
It's sad, but true: entire species of plants and animals vanish from our planet
everyday. In this program, we'll explore some of the causes of extinction, talk about
some success stories of survival, and learn how you can do your part to help save
our endangered species.

The program begins with the definitions of keywords such as threatened,
endangered, and extinct.
Students discuss causes for extinction and how they can solve these problems.
The program concludes with a question and answer session.
Objectives:
Learning standard -2015

Participants will explain the difference between threatened, endangered, and extinct
species.
Participants will identify major causes of endangered species and discuss these
major threats.
Participants will discuss ways in which they can protect endangered species
Content Provider/Project Creator:
Indianapolis Zoo
Cost (subject to change):
$90.00
Link for more information:
Title:                                       Grade level:
The Tropical Rainforest                      6th – 8th
Subject(s):                                  Six Weeks/CPG:
Science - Ecosystem                          First/ Week 3 (5 Days)
Description:
Discover what makes a forest a rainforest. Examine the high biodiversity and
adaptations of rainforest flora and fauna, such as buttress roots, broad flat leaves,
brilliantly colored poison frogs, the toucan’s strong bill, and plants that don’t need
soil. The layers of the rainforest are highlighted as well as many of the creatures
found in each layer

1. Discuss the location of tropical rainforests
2. Discover what makes a rainforest a rainforest in several hands on activities
3. Students will compare their local forest with a tropical rainforest to understand
the differences
4. Tour the rainforest's floors to the emergent growth through museum exhibits and
artifacts
5. Time for questions and answers
Objectives:
Learning Standard - 2015

-Explore biodiversity in a rainforest
-Develop an understanding of ecological adaptation
-Engage in a discussion about the unique aspects of rainforest ecology
Content Provider/Project Creator:
Milwaukee Public Museum
Cost (subject to change):
$105.00
Link for more information:
Title:                                      Grade level:
Survival in the Canadian Arctic             6th – 8th
Subject(s):                                 Six Weeks/CPG:
Science - Ecosystems                        First/ Week 5 (5 days)
Description:
During seasonal extremes, the Arctic is literally a place of dayless nights and
nightless days. The successful adaptation of the Inuit (a Native People once known
as Eskimos) to this challenging environment is an ongoing story. This interactive
program compares Inuit life a century ago to current conditions in Nunavut,
Canada.

At Carnegie Museum of Natural History a permanent exhibit titled, Polar World:
Wyckoff Hall of Arctic Life uses artifacts, art, wildlife taxidermy mounts, and three
dimensional dioramas to tell the story of the Inuit's response to changing
environmental and social conditions. This videoconference utilizes maps, images
from the exhibit hall, and artifact replicas to explore the role innovation have played
in the development and survival of Inuit culture.
Objectives:
Learning Standards- 2022

1. This program begins with a review of the geographic location of the Nunavut and
a description of seasonal variation in the high Arctic.
2. This introduction is followed by an explanation of how the Canadian Arctic has
long been an important research area for scientists from Carnegie Museum of
Natural History.
3. The core information of the program consists of a session comparing tradition
Inuit methods of survival with those of today.
4. Time is allowed for questions and answers.
Content Provider/Project Creator:
Carnegie Museum of Natural History
Cost (subject to change):
$125.00
Link for more information:
Title:                                      Grade level:
Introduction to the Great Barrier Reef      6th – 8th
Subject(s):                                 Six Weeks/CPG:
Science- Ecosystem                          First/ Week 5 (5 days)
Description:
Reef HQ is the Education Centre for the Great Barrier Reef. The Introduction to
the Great barrier Reef program gives students of all ages and learning abilities a
unique environment to experience and learn about the Great Barrier Reef. This
innovative education program is age-specific and allows students to work towards
objectives outlined in school curriculum. All Reef Videoconferencing Programs are
supported by our Reef Education web site www.reefed.edu.au

The Introduction to the Great Barrier Reef program is facilitated by a team of
qualified educators, you and your students will:
1. Observe more than 5000 live sea creatures;
2. Experience the habitats, ecosystems and behavior of reef creatures;
3. Analyze the interactions that exist between reef creatures;
4. Appreciate the requirements for a healthy ecosystem; and
5. Discover the latest in reef research.
1. This program begins with the Dry Presenter who introduces participants to Reef
HQ Aquarium and the Great Barrier Reef.
2. Wet Presenter (Scuba Diver) takes participants on a virtual dive in the coral reef.
This part of the program takes about 25 minutes.
3. Dry Presenter is available to answer more questions while Wet Presenter gets out
and into the Predator Tank with sharks and other reef predators.
4. Program concludes in the Predator tank with the wet presenter for another 25
minutes.
Objectives:
Learning Standards - 2022
The Introduction to the Great Barrier Reef program provides students with an
opportunity to:
1. Observe more than 5000 live sea creatures;
2. Experience the habitats, ecosystems and behaviour of reef creatures;
3. Analyse the interactions that exist between reef creatures;
4. Appreciate the requirements for a healthy ecosystem; and
5. Discover the latest in reef research.
Content Provider/Project Creator:
Reef HQ Aquarium ( Australia)
Cost (subject to change):
$295.00
Link for more information:
Title:                                      Grade level:
Seeds on the Go                             6th – 8 th
Subject(s):                                 Six Weeks/CPG:
Science – ecosystems                        First/ Week 3-6 ( 5 days)
Description:
Students will examine how the seeds have adapted to use different methods of
dispersal to get to a new sprouting spot. Students will discover ways to categorize
seeds' appearances by looking at a variety of seeds from home or previously
collected outside. We will connect those physical characteristics with the way those
seeds disperse. We will examine "close-up" special features of certain dispersal
methods. Finally after the videoconference, students will design their own seed
considering the method of dispersal they have chosen and the adaptations we have
discovered.

1. Students will relate what they found during their exploration of the different
seeds.
2. Based on their findings, we will start to discover the relationship of the
appearance to the seed's method of dispersal.
3. We examine close-up, examples of common wild plants' seeds.
4. The students will hypothesize what dispersal method the seed uses and why.
5. If time allows, we will play a quiz game.
6. Students are welcome to ask questions during or after the presentation.
Objectives:
Learning standard - 2022
The participants will:
- sort and classify seeds by external characteristics.
- explain how the features of seeds help the plants survive.
- ask questions and identify some needs of plants and their seeds
- predict how a seed might travel/ disperse based on its appearance
- describe ways in which plants and animals depend on each other
- use appropriate vocabulary to describe their investigations, explorations and
observations
Content Provider/Project Creator:
Royal Botanical Gardens ( Canada)
Cost (subject to change):
$125.00
Link for more information:
Second Six Weeks

Title:                                     Grade level:
Adventures in Medicine & Science           7th
(AIMS): Anatomy of the Human Brain
Subject(s):                                Six Weeks/CPG:
Science – Body Systems                     Second/Week 6 (5 days)
Description:
This interactive AIMS videoconference will cover topics including the neurons and
supporting cells of the nervous system, the synapse and neurotransmitters,
organization of the nervous system (the central and peripheral nervous systems),
protective coverings of the brain, brain anatomy, including cerebral hemispheres,
cerebellum and brain stem, Spinal Cord Anatomy and cranial and spinal nerves.

1. Review of the basic structure of the brain using plastic models, specimens and/or
diagrams
2. The location of the brain and 3 main parts
3. Neurons
4. Discuss anatomy of the brain and nervous system using human brain specimens
6. The four lobes of the brain
7. The two types of brain tissue
8. Discuss common neurological disorders and treatments
9. Questions and Answers
Objectives:
The student will be able to:

1. Define the selected terms associated with the human brain and spinal cord;
2. Explain the connection between the brain and spinal cord
3. Identify the protective structures of the brain
4. Identify the four lobes of the brain
5. Explain the correlation between brain surface area, structure and brain function
6. Discuss common neurological disorders and treatments
7. Describe the effects of drug and alcohol on the brain
8. Correctly label a diagram of the human brain
Content Provider/Project Creator:
New links to New Learning
Cost (subject to change):
$175.00
Link for more information:
http://www2.csd.org/newlinks/newlinks.htm
Title:                                     Grade level:
Sound                                      7th
Subject(s):                                Six Weeks/CPG:
Science – Body Systems                     Second/Week 1 (2 days)
Description:
Sounds of Science takes a closer look at the concepts behind Sound using four group
explorations: Sound Waves, Hanging by a String, Slinky! Pinnae, Model Eardrum,
Earwax, and Charades.

·Sound Waves introduces students to how sound is made by using vibrations and
water to make a sonic fountain. Sound as a form of energy is will also be discussed.
·Hanging by a String and Slinky focus on how sound travels. By experimenting with
string and a Slinky Transverse and Longitudinal waves can be demonstrated.
· The Pinnae, Model Eardrum, and Earwax. In these activities, how we hear is
explored. Students will learn about the different sections of the ear and even make
some earwax!
·Charades: Not everyone is able to hear sound. This activity will focus on ways we
communicate non-verbally.
Objectives:
Students will
-define what sound is and how is it made.
-perform an activity to differentiate transverse and longitudinal waves.
-explore how vibrations affect sound.
-develop an appreciation of how hearing impaired people communicate.
-list the three parts of the ear (outer, middle, and inner.)
Content Provider/Project Creator:
Learnnco
Cost (subject to change):
$175.00
Link for more information:
http://www.ncoesc.esu.k12.oh.us/distancelearning/learnnco.htm
Title:                                     Grade level:
Plants: Let's Go Green!                    7th
Subject(s):                                Six Weeks/CPG:
Science – Living Systems                   Second/Week 1 (3 days)
Description:
We all know what plants are, but do you know how they work? Get to the root of
the question as we cover the basic facts of the plant kingdom. Learn about plant
parts and how we use plants in everyday life-from the air we breathe to the clothes
on our backs!

We begin with students suggesting reasons for what makes plants different than
animals.
We do a "seed id" quiz where they identify different seeds.
We go through the structure of a plant and talk about the structure and function of
roots, stems, and leaves.
We briefly discuss the importance and characteristics of flowers.
We discuss how plants are used in our daily lives (and how animals use plants).
We conclude the program with a question and answer session.
Objectives:
Participants will list plant characteristics.
Participants will identify the main parts of a plant.
Participants will explore the many ways in which animals and people use plants in
our daily lives.

Content Provider/Project Creator:
Indianapolis Zoo
Cost (subject to change):
Interactive Cost: $80.00
View Only Cost: $40.00
Point to Point Cost: $160.00
By Request/On Demand Cost: $160.00
Link for more information:
http://www.indyzoo.com/content.aspx?cid=267
Title:                                    Grade level:
Reduced Gravity: Effects on the Human     7th
Body
Subject(s):                               Six Weeks/CPG:
Science- Body Systems                     Second/Weeks 2-3 (10 days)
Description:
Long term exposure to a reduced gravity environment can affect the human body.
During the event, students will develop an understanding of reduced gravity
environments and why research and countermeasures are needed for human
exploration of space. Join the event to visit NASA centers and learn about their
unique facilities where reduced gravity experiments are conducted!

During the videoconference students will learn how long-term exposure to a reduced
gravity environment can affect the human body. Students will participate in an
activity to demonstrate these effects.
Objectives:
Students will:

-demonstrate an understanding of a reduced gravity environment and explain why
research and countermeasures are needed for human exploration of space.

-make predictions and observe the effects of reduced gravity on the human body.
Content Provider/Project Creator:
NASA
Cost (subject to change):
FREE
Link for more information:
http://dln.nasa.gov/dln/
Title:                                    Grade level:
Body Order Systems                        7th
Subject(s):                               Six Weeks/CPG:
Science – Body Systems                    Second/Weeks 2-3 (10 days)
Description:
Body Organ Systems takes a closer look at the internal working systems of the body
using five group explorations: Building the Foundation, How Much Breath?, Batter
Up, Zits! and Blood is Thicker than Water.
·Building the Foundation demonstrates how important the skeletal system is to the
body and its safety.
·How Much Breath? explores the body’s vital capacity and how we can measure the
amount of air we exhale.
·Batter Up explores the body's nervous system and how quickly a visual stimulus
gets sent to your hand.
·Zits! explores the body's endocrine system and how chemicals such as hormones
can cause acne.
·Blood is Thicker than Water explores the body's immune system and how it works
as the body's self defense system.
Objectives:
Students will:
-identify the building blocks of the body.
-explore how the body is supported with the skeletal system.
-demonstrate how much air is in our lungs during inhalation and exhalation.
-list the different organ systems of the body.
-explore how acne is formed.
Content Provider/Project Creator:
LEARNnco
Cost (subject to change):
$175.00
Link for more information:
http://www.ncoesc.esu.k12.oh.us/distancelearning/learnnco.htm
Title:                                      Grade level:
Skeletal Systems                            7th
Subject(s):                                 Six Weeks/CPG:
Science – Body Systems                      Second/Weeks 4-5 (5 days)
Description:
A Closer Look at Your Skeleton, view real bones, and do hands-on experiments to
show bone strength through design while to exploring the components and functions
of the human skeletal system.

1. Solve the bone puzzle- asking the question can you place all the pieces back
together again?
2. Identify 4 types of bones
3. Activity: Strong shapes - Using an egg
4 Indentify the various Joints in your skeleton
5. Activity: Jazz-ercise your bones
Objectives:
To explore how and why the body relies on the skeletal system:
-shape
-support
-protection

Content Provider/Project Creator:
Liberty Sciences Center
Cost (subject to change):
$190.00
Link for more information:
http://www.lsc.org/
Title:                                      Grade level:
Floating Food and Puffy Faces Is Living     7th
in Space Just Like Life on Earth?
Subject(s):                                 Six Weeks/CPG:
Science - Body Systems                      Second/ Week 5 (5days)
Description:
How do the astronauts go to the bathroom in space? See the astronaut's home
including where they sleep, how they eat and experience how astronauts adapt to
their new home with interactive demonstrations. Your class will discover the
everyday challenges of how astronauts live in orbit live from a mock-up of space
station living quarters! It doesn’t get any closer to home than this.


We will begin with an introduction to the International Space Station habitation
module, on the museum floor.
We will view a video on free fall.
We will have a discussion about the free fall environment on board the space shuttle
and space station.
Participants will participate in a free fall demonstration.
We will have a discussion on the reactions of the human body in space.
Participants will participate in a 'space dizziness' demonstration.
We will view a video of astronauts living in space.
Participants will be introduced to the habitation module, and how astronauts live in
space.
The program concludes with a question and answer session.

Objectives:
Participants will explore the free fall environment of space and engage in a
discussion about how this affects astronauts while living in space.
Participants will become familiar with how astronauts live in space.


Content Provider/Project Creator:
NASA
Cost (subject to change):
$165.00
Link for more information:
http://www.spacecenter.org/distancelearning.html
Title:                                                 Grade level:
Healthy Bones                                          7th
Subject(s):                                            Six Weeks/CPG:
Science – Body Systems                                 Second/Week 5 (5days)
Description:
Healthy Bones is a joint program of Hook's Discovery & Learning Center and Clarian Health. This interactive
presentation defines calcium and the science of bones. Engaging activities will help students understand
why our bodies need calcium, the importance of bones and calcium-rich food sources and snacks that help
to meet the recommended daily allowances. This program is not available until June 2007.

1. Why do we need calcium?
2. How do we get calcium?
3. Why do humans have bones?
4. What is inside my bones?
5. What is your calcium need?
6. Bone Composition Activity
7. Calcium sources in your diet.
8. Summary
9. Question & Answer session
Objectives:
Students should be able to...
1. Describe the function of bones.
2. Identify the components of bones
3. Compare human bones to other animal bones and structure.
4. Better understand the science behind broken and healthy bones
5. Define calcium and its function.
6. Understand the importance of calcium in the human diet and in bone health and development.
7. Identify ways to increase calcium intake.
8. Identify calcium rich food sources.
Content Provider/Project Creator:
http://www.clarian.org/
Cost (subject to change):
$100.00
Link for more information:
mailto:agraves1@clarian.org
Third Six Weeks


Title:                                     Grade level:
Behind the story The Genetics of           7th
Fairyales
Subject(s):                                Six Weeks/CPG:
Science – Body systems                     Third/ Week 1 (5 days)
Description:
Behind the Story is a unique approach to the introduction of genetics. Using beloved
stories of students early years, we will explore such topics as DNA and Punnett
squares. A look at Snow White and the Seven Dwarfs engages students in a
discussion of heredity. Were those magic beans in Jack & the Beanstalk really
genetically modified food? This hilarious and informative program will leave
student with a fresh perspective of the tales of their youth!
Objectives:
1.To introduce students to the basics of genetics
2.To increase students' understanding of inheritance
3.To enhance students' awareness of current trends in genetic research


Content Provider/Project Creator:
Life Science Education center at Marian College
Cost (subject to change):
100.00
Link for more information:
http://www.lifescienceed.org/
Title:                                    Grade level:
Body Blueprints                           7th
Subject(s):                               Six Weeks/CPG:
Science – Living systems                  Third/Week 2 – 3 (7days)
Description:
Investigate the basics of DNA and discover how genes you inherited from your
parents determine much of who you are. Look at a model of a double-helix to see
how genetic information is organized. Experiment with some of your body's own
inherited traits and find out which students in the classroom have dominant or
recessive traits.
Objectives:
Upon completion of this lesson, learners will:
-Describe relationships between cell nucleus, chromosomes, DNA, genes and
genome.
-State the role of DNA in heredity.
-Distinguish between dominant and recessive alleles of genes.
-Use family tree and Punnett Square models to analyze and predict inherited traits
Content Provider/Project Creator:
Health Space Cleveland
Cost (subject to change):
120.00
Link for more information:
Title:                                    Grade level:
The Gene Scene                            7th
Subject(s):                               Six Weeks/CPG:
Science- Living systems                   Third/Week 4-6 (13 days)
Description:
The Gene Scene lays a foundation for the 2 main functions of DNA: replication and
protein synthesis. Applications to gene therapy, DNA fingerprinting, the human
genome project (HGP), ethics, and biotechnology are included in this program.
Hands-on activities include DNA extraction, DNA model building and reading
codons for DNA protein synthesis.
Students will:
1. perform a Pre-lab DNA extraction from wheat germ
2. build DNA models,
3. extract DNA from their own cheek cells
4. observe a DNA fingerprinting demonstration using electrophoresis
5. identify recessive and dominant genes through phenotyping
6. decode codons for DNA transcription, m-RNA translation and protein synthesis
Objectives:
Students will be able to:
1. perform DNA extraction
2. build DNA models
3. connect DNA fingerprinting electrophoresis with crime scene analysis
4. work with dominant and recessive genotypes and phenotypes
5. decipher a DNA message using the central dogma of molecular biology rules
Content Provider/Project Creator:
Discovery Center of Springfield
Cost (subject to change):
150.00
Link for more information:
hbudd@discoverycenter.org
Fourth Six Weeks

Title:                                      Grade level:
Chemistry Capers                            7th
Subject(s):                                 Six Weeks/CPG:
Science – Physical                          Fourth/Week 1 (3 days)
Description:
In Chemistry Capers, students will combine chemicals and be able to differentiate
between <>physical changes and <>chemical changes. They will make GAK (a
polymer), experience exothermic and endothermic reactions, observe the Law of
Conservation of Matter and conduct their own experimental design to determine the
individual effects of each chemical in pre-lab and post-lab activities

1. This program begins with discussion of matter and demos of physical and
chemical changes
2. Criteria is established for each kind of change
3. Polymers are introduced and students will make GAK
4. Students will conduct their own lab and determine what kinds of changes are
occurring
5. Students will make observations and predictions of chemicals and reactions
Objectives:
1. Students will differentiate between physical and chemical changes,
2. Students will become familiar with the physical characteristics of a polymer,
3. Students will relate physical (phase) changes to the Water Cycle,
4. Students will relate both physical and chemical changes to the Law of
Conservation of Matter, and
5. Students will use scientific inquiry to design their own experiments
Content Provider/Project Creator:
Discovery Center of Springfield
Cost (subject to change):
150.00
Link for more information:
hbudd@discoverycenter.org
Title:                                     Grade level:
Cool Chemistry Hot Reactions               7th
Subject(s):                                Six Weeks/CPG:
Science- Chemistry                         Fourth/ Weeks 2-3 (10 days)
Description:
Join Hook's as we explore chemical reactions with fun, hands-on
experiments...active participation encouraged! Cool Chemistry, Hot Reactions!
encourages students to participate in many fun experiments. They will identify
reactions that glow, change color, and emit or absorb heat energy. This interactive
program will use the scientific method to help students better understand the
scientific principles of chemical reactions
1. This program begins with and introduction to the topics covered.
2. Students and educators are encouraged to come prepared to participate in some
experiments.
3. Some demonstrations will be performed with the students.
4. The class will wrap up with a final review of topics learned

Objectives:
1. Explain that compounds combined chemically cannot be separated by physical
means.
2. Use observation to assess whether or not a chemical reaction has occurred.
3. List several indications that a chemical reaction has occurred, including color
change, sudden presence of a different state, sudden temperature change, or
emission of light energy
Content Provider/Project Creator:
Life Science Education Center at Marian College
Cost (subject to change):
100.00
Link for more information:
http://www.lifescienceed.org/
Title:                                      Grade level:
Energy                                      7th
Subject(s):                                 Six Weeks/CPG:
Science - Physical                          Fourth/Week 4 (5 days)
Description:
Energy takes a closer look at the principles of energy using three group
explorations: Spinning Around, Basketball, and Couple of H?s and an O.

· Spinning Around explores the properties of elasticity, potential energy, and kinetic
energy using everyday objects.
· Basketball demonstrates transfer of energy and discusses how energy cannot be
created using everyday objects.
· Couple of Hs and Os explores the concept of electrolysis and demonstrates how
electricity can be used to produce chemical changes.
· Dancing Penny During the transfer of energy, the overall effect is that energy tends
to spread out uniformly. This activity explores the different types of energy
transfers such as convection, conduction, or radiation.
· Static Charged 2x4s Electric force is a universal force that exists between any two
charged objects. Opposite charges attract while like charges repel. This gravity
explores the strength of the force as being proportional to the charges and inversely
proportional to the square of the distance between them
Objectives:
The Students will:
-list the different types of energy
-compare and contrast the different types of energy
-demonstrate how energy is not made or destroyed but transferred
-show how one specific type of energy is transferred into another specific type of
energy
Content Provider/Project Creator:
LEARNnco
Cost (subject to change):
175.00
Link for more information:
Title:                                   Grade level:
You are what you eat                     7th
Subject(s):                              Six Weeks/CPG:
Science – Physical                       Fourth/ Week 4 (5 days)
Description:
Compare the original Food Guide Pyramid and the new MyPyramid version of this
personal nutrition tool. Learn about food groups and identify nutrients each
provides. Create healthy meals based on the MyPyramid colors and find out how
much food you need to fuel your body. Grades 4-6 program includes how to identify
and interpret information on nutrition labels
Objectives:




Content Provider/Project Creator:
Health Space Cleveland
Cost (subject to change):
120.00
Link for more information:
tbills@cmnh.org
Title:                                      Grade level:
Roller Coaster Physics                      7th
Subject(s):                                 Six Weeks/CPG:
Science – Physical                          Fourth/ Week 5 (5days)
Description:
Roller Coaster Physics takes a closer look at the physics behind roller coasters using
four group explorations: Feeling the Friction, Round and Round, Don't Lose Your
Marbles, and Swingin'.

* Feeling the Friction explores what friction is and how roller coasters use it to slow
down.
* Round and Round explores the inverted roller coaster and how it uses the
properties of gravity and inertia to work.
* Don't Lose Your Marbles demonstrates what happens when an objects inertia is
acted upon by an outside force.
* Swingin' explores centripetal force and demonstrates how an object in motion will
stay in motion and an object at rest will stay at rest
Objectives:
Students will:
-Demonstrate how energy is transferred into roller coasters.
-Explore the differences between wooden and metal roller coasters.
-Compare the advantages of a metal coaster versus wood.
-Construct a portion of a roller coaster track to demonstrate the different science
concepts affecting the coaster's performance
Content Provider/Project Creator:
LEARNnco
Cost (subject to change):
175.00
Link for more information:
acampbell@ncoesc.org
Title:                                      Grade level:
Photosynthesis                              7th
Subject(s):                                 Six Weeks/CPG:
Science- 2007                               Fourth/ Week 6 (5days)
Description:
This program explores the different parts of plants and how they interact in the
process of photosynthesis. We'll explore how different tree types photosynthesize
and why leaves change color in autumn.

   1. The program starts with a review of the different parts of the tree, and their
      function.
      2. Next, we will discuss the process of photosynthesis and its end products.
      3. As part of the programs, we will do a leaf rubbing to better see the leaf's
      veins.
      4. We will then discuss how different types of plants photosynthesis.
      5. We will finish exploring why different leaves have different colors.
      6. Time is allowed for question and answers.

Objectives:
- Students will be able to identify the parts of a tree that are important in the
process of photosynthesis.
- Students will understand that photosynthesis is a process that occurs as part of a
system with many components.
- Students will be able to identify the inputs necessary for photosynthesis to occur
and the outputs of the reaction.
Content Provider/Project Creator:
Indianapolis Zoo
Cost (subject to change):
ISDN 70.00
Link for more information:
Fifth Six Weeks

Title:                                      Grade level:
Journey through the solar system            7th
Subject(s):                                 Six Weeks/CPG:
Science- Earth Science                      Fifth/Week 1 (5 days)
Description:
Climb aboard NASA’s various space crafts and probes to experience our Solar
System in a whole new light. Live from NASA’s first satellite, Explorer 1, students
will explore each of the nine planets through the eyes of NASA’s space probes.
Through this exciting, interactive experience, your students will calculate the
distance between each planet; explore the differences and similarities of each planet,
and discover how gravity plays an important role in the solar system.

1. This program begins live in front of a model of Explorer 1 and an actual Mercury
Capsule.
2. We will discuss our place in the universe and the different objects in the universe.
3. We discuss orbits and do a hands-on activity
4. Through video and images, students will experience each planet through the eyes
of a NASA probe and discuss what they learned.
5. Students will do a hands-on activity that calculates the distance between each
planet.
6. Conclusion and Q and A.
Objectives:
1. Engage in a discussion about the objects in the universe and our place among
them.
2. Explore the different types of orbits and orbital patters/speeds of the planets
through a hands-on activity.
3. Compare the distances between each planet using a non-standard form of
measurement.
4. Discover the similarities and differences of the planets through the eyes of NASA
probes
Content Provider/Project Creator:
Space Center Houston
Cost (subject to change):
165.00
Link for more information:
distancelearning@spacecenter.org
Title:                                      Grade level:
To the Moon and beyond                      7th
Subject(s):                                 Six Weeks/CPG:
Science – Earth systems                     Fifth/Weeks 2 and 3 (9 days)
Description:
Students will demonstrate the affect of gravity on two different masses, and the
importance of gravity for planet motion. Students will use a scale model of the solar
system to learn about planet properties. Students will demonstrate the relation of
the sun, earth and moon to create moon phases
.
Objectives:
1. Students will describe features of the moon, create a team brochure for Moon
Quest with research information on the moon and a brief history of moon missions
and discoveries in pre-lab,
2. Students will explore the role of gravity on object on earth and space,
3. Students will compare the characteristics of the planets,
4. Students will develop a model of Sun, Earth, Moon relationships and identify the
phases of the Moon
Content Provider/Project Creator:
Discovery Center of Springfield
Cost (subject to change):
150.00
Link for more information:
hbudd@discoverycenter.org
Title:                                    Grade level:


Subject(s):                               Six Weeks/CPG:


Description:
Join NASA as we look back at America's national effort to land a man on the Moon.
From this historical reference point, you will be given a Challenge to design a new
Lunar Base Habitat and justify the best geographic location for a base on the moon
that parallels NASA's vision and mission for a Return to the Moon Mission!
During the first video conference, students will interact with a NASA Education
Specialist and look back at America's national effort to land a man on the Moon.
From this historical reference point you will be given a Challenge to design a new
Lunar Base Habitat and justify the best geographic location for a permanent base
on the moon that parallels NASA's vision and mission for a Return to the Moon
Mission!

During the second video conference, students will do formal presentations back to
the NASA Education Specialist to demonstrate how well you have met these mission
objectives: the first steps in the building of a permanent human presence on the
Moon. Students will use powerpoint or videos to demonstrate their results.
Objectives:
Students will:

-Review historical Apollo era Lunar Module designs and missions
-Design a Lunar Base Habitat (LBH) and determine its capabilities, gross weight,
and size
-Research lunar geology, geography, and past lunar landing sites
-Determine and justify the best lunar site for the mission
-Provide a visual and oral summary of their design solutions to NASA through the
Digital Learning Network
Content Provider/Project Creator:
NASA’s digital learning network ( Johnson Space Center)
Cost (subject to change):
FREE
Link for more information:
http://nasadln.nmsu.edu/dln/content/catalog/details/?cid=320
Title:                                     Grade level:
Weather Science                            7th
Subject(s):                                Six Weeks/CPG:
Science – Earth Systems                    Fifth/ Weeks 4 and 5 ( 8 days)
Description:
Atmospheric Adventures takes a closer look at weather using five group
explorations: A Heavy Newspaper, Balloon in a Bottle, Make Your Own Lightning,
Cloud in a Bottle, Crushed Can, and Hairdryer.

· A Heavy Newspaper demonstrates that air has weight and shows how you can use
it to provide resistance to break an object.
· Balloon in a Bottle explores how air molecules expand and move faster when
heated, and contract and slows down when cooled.
· Make Your Own Lightning demonstrates how lightning is created through positive
and negative charges and how nature balances these charges in a storm.
· Cloud in a Bottle explores what materials are in a cloud and how a cloud creates
static electricity.
· Hairdryer demonstrates the Bernoulli Principle that explains how moving air will
create a difference in the air pressure surrounding an object to the point where air
pressure can be stronger than the gravity pulling on the object.
· Crushed Can explores how, by creating a difference in air pressure, you can create
a strong enough force to crush a can!
Objectives:
Students will:
-Explore the different seasons
-Contrast between high air pressure and low air pressure and its effects on weather
-Demonstrate air has weight and takes up space
-list different types of clouds
-Discuss how lightning is formed
Content Provider/Project Creator:
LEARNnco
Cost (subject to change):
175.00
Link for more information:
acampbell@ncoesc.org
Title:                                      Grade level:
Green Power : Alternate forms of energy 7th
Subject(s):                                 Six Weeks/CPG:
Science – Earth systems                     Fifth/Week 6 (5 days)
Description:
Liberty Science Center’s E-Quest exhibit offers guests the opportunity to explore
and experiment with a variety of earth’s energy sources. The different areas that
may be visited are the bio-stored station, the surface station, the geothermal station,
the ocean station and the nuclear station

1. Take a quick tour of the exhibition area.
2.Discuss Energy consumption in the United States
3. To examine the concepts of renewable and non-renewable energy.
4. To explore alternative forms of energy.
5. To evaluate different forms of energy and their effectiveness for use in different
areas of the world.
6. Time is allowed for questions and answers.
Objectives:
• To examine the concepts of renewable and non-renewable energy.
• To explore alternative forms of energy.
• To evaluate different forms of energy and their effectiveness for use in different
areas of the world.

Content Provider/Project Creator:
Liberty Science Center
Cost (subject to change):
190.00
Link for more information:
ssantos@lsc.org
Sixth Six Weeks

Title:                                      Grade level:
Electronic Explorations: The Salt Marsh     7th
Ecosystem
Subject(s):                                 Six Weeks/CPG:
Science – Living Systems                    Sixth/Weeks 1 and 2 (7 days)
Description:
Study a salt marsh ecosystem without ever leaving your classroom!

This distance learning program utilizes two-way video conferencing and wireless
technology to enable students outside our locale to "visit" and study our 88 acre salt
marsh preserve.

A qualified naturalist will guide students as they explore the plants and animals
native to the marsh, as well as their respective roles in the salt marsh food web.

Wearing a wireless camera set in a specially-equipped pair of eyeglasses the
naturalist teaches right from the water's edge. Students are able to see the live
specimens the naturalist uncovers, ask questions and converse with him or her in
real time.

Students will consider the essential question "Why is it important not to interfere
with the balance of an ecosystem?"

Broadcasted in real-time, live from the Dr. Erwin J. Ernst Marine Conservation
Center in Stony Brook the program is offered in cooperation with the University at
Stony Brook's Marine Sciences Research Center
Objectives:
The students will...
-explore the salt marsh ecosystem
-learn about the salt marsh food web
-learn the importance of salt marsh ecosystems
-identify salt marsh plants and animals
Content Provider/Project Creator:
The Ward Melville Heritage Organization
Cost (subject to change):
150.00
Link for more information:
mailto:educationmanager@wmho.org
Title:                                      Grade level:
Lewis and Clark Rock and Roll- How          7th
did geology impact Lewis and Clark?
Subject(s):                                 Six Weeks/CPG:
Science – Living Systems – Eco              Sixth/Weeks 1 and 2 (7 days)
Description:
Lewis and Clark Rock and Roll: How the geology of the Columbia River Gorge
impacted Lewis and Clark and the Corps of Discovery.
In peril, Lewis and Clark rode the Columbia River through whirling constricted
narrows and frothy boulder strewn rapids, were humbled by forceful wind that
stopped their canoes, retreated to a basalt fortress when arriving at a cultural
divide, and encamped miserable in persistent rain, and portaged the wicked Grande
Chute. Students will explore the intersection between the geologic story of the
Columbia Gorge and Lewis and Clark’s epic journey. As they learn the geologic
story of the land from Celilo Falls to Beacon Rock, and hear the journal writings left
by the Corps of Discovery, students will gain appreciation of both the power of
nature and the fortitude of the Lewis and Clark Expedition.

This program begins with dramatic readings from the Journals of Lewis and Clark,
followed by an exploration of geography around the Gorge.
2. We then imagine how The Corps traveled through this area (by tippie-canoe
mainly)
3. The geologic formation of Celilo Falls is described, and the Corps challenges there
explored
4. The Rock Fort site is described, and why they felt they needed a fort
5. Why was "Windy Camp" windy and rainy?
6. What caused Cascade Rapids?
7. Why was this area a cultural divide and how did that impact Lewis and Clark
and the Corps of Discovery?
Objectives:
At the end of this program, students should be able to:
·Describe how Lewis and Clark and the Corps of Discovery were challenged by the
landforms in the Columbia River Gorge between Celilo Falls and Cascade Rapids.
·Understand the geologic story that formed the Columbia Plateau, Cascade
Mountains and Columbia River Gorge.
·Describe the challenging weather Lewis and Clark experienced in The Gorge and
learn what caused it.
·Describe how Gorge geography impacted the Corp?s relationships with local native
peoples at this trading hub
Content Provider/Project Creator:
Columbia George Discovery Center and Museum
Cost (subject to change):
100.00
Link for more information:
steve@georgediscovery.org
Title:                                      Grade level:
Simply Marvelous Machines                   7th
Subject(s):                                 Six Weeks/CPG:
Science- 4012                               Sixth/Week 3 (7 days)
Description:
Simple machines simply make work easier by directing forces over distances. The
Work equation W=F x D will be emphasized. Students will do hands-on activities
with levers, pulleys and inclined planes and review wheels & axles and gears.


Objectives:
 1. Students will work with 1st, 2nd and 3rd class levers; differentiate and quantitate
forces required with different variables.
2. Students will determine quantitatively the difference in using long or short
inclined planes.
3. Students will quantify differences in using single fixed, single moveable and
compound pulleys and make predictions for double and triple pulleys
Content Provider/Project Creator:
Discovery Center of Springfield
Cost (subject to change):
150.00
Link for more information:
hbudd@discoverycenter.com
Title:                                      Grade level:
Forces and Motion                           7th
Subject(s):                                 Six Weeks/CPG:
Science – 4013                              Sixth/ Weeks 4-5 ( 10 days)
Description:
Motion examines Newton’s Laws of Motion, Forces, Energy, Mass, and Friction
using four group explorations: Marble in a Cup, Newton’s Pull, Balloon Rocket,
Hand-Held Friction, and Friction Cubes.

· Marble in a Cup explores Newton’s First Law of Motion that objects in motion
tend to stay in motion, and objects at rest tend to stay at rest unless some outside
force acts upon them.
· Newton’s Pull explores Newton’s Second Law of Motion, which depicts the
relationship between force, mass, and acceleration.
· Balloon Rocket explores Newton’s Third Law of Motion that states that for every
action, there is an equal but opposite reaction.
· Hand-Held Friction explores the force of friction in relation to energy and how
different surfaces may increase or decrease that force.
· Friction Cubes explores how we use friction and the role it plays in every day
events
Objectives:
The participant will be comparing the differences in Newton's Laws of Motion
The participant will observe and relate each law to everyday life
The participant will be able to list Newton's Law's of Motion
The participant will be contrasting the difference between force and energy

Content Provider/Project Creator:
LEARNnco
Cost (subject to change):
175.00
Link for more information:
acampbell@ncoesc.org
Title:                                    Grade level:
Reduced Gravity- Effects on the human     7th
body
Subject(s):                               Six Weeks/CPG:
Science- 4014                             Sixth/ Week 6 (5 days)
Description:
Long term exposure to a reduced gravity environment can affect the human body.
During the event, students will develop an understanding of reduced gravity
environments and why research and countermeasures are needed for human
exploration of space. Join the event to visit NASA centers and learn about their
unique facilities where reduced gravity experiments are conducted
Objectives:
Students will:

-demonstrate an understanding of a reduced gravity environment and explain why
research and countermeasures are needed for human exploration of space.

-make predictions and observe the effects of reduced gravity on the human body.
Content Provider/Project Creator:
NASA
Cost (subject to change):
FREE
Link for more information:
http://nasadln.nmsu.edu/dln

				
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posted:10/5/2013
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