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Genetics of Sesame Street<sup>TM</sup> Characters

Science Scope—February 2001

By enlisting the of Elmo, Zoe, Grover, and friends, the author brought a genetics unit to life. In this week-long unit, the students (1) create a gene map for a particular Sesame Street character, (2) move the resulting chromosomes through the steps of meiosis to produce the possible gametes of that individual, (3) choose a spouse and diagram the genetic crosses that would produce two different children, and (4) draw family portraits based on the genotypes of each individual.
By enlisting the of Elmo, Zoe, Grover, and friends, the author brought a genetics unit to life. In this week-long unit, the students (1) create a gene map for a particular Sesame Street character, (2) move the resulting chromosomes through the steps of meiosis to produce the possible gametes of that individual, (3) choose a spouse and diagram the genetic crosses that would produce two different children, and (4) draw family portraits based on the genotypes of each individual.
By enlisting the of Elmo, Zoe, Grover, and friends, the author brought a genetics unit to life. In this week-long unit, the students (1) create a gene map for a particular Sesame Street character, (2) move the resulting chromosomes through the steps of meiosis to produce the possible gametes of that individual, (3) choose a spouse and diagram the genetic crosses that would produce two different children, and (4) draw family portraits based on the genotypes of each individual.
 

Scope on the Skies: Exploring the Red Planet

Science Scope—February 2001

The launch of the Mars Odyssey 2001 signaled the beginning of a revised plan for the robotic exploration of Mars, the Red Planet. NASA detailed an exploration plan that will span the next two decades. Using new and developing technologies, these investigations are flexible enough to be modified as our knowledge and understanding of Mars increases. It is possible that by 2014 a mission could be launched to return samples from Mars. Many missions are designed to overlap so that, for example, the Odyssey 2001 orbiter will be used as a relay satellite for other missions.
The launch of the Mars Odyssey 2001 signaled the beginning of a revised plan for the robotic exploration of Mars, the Red Planet. NASA detailed an exploration plan that will span the next two decades. Using new and developing technologies, these investigations are flexible enough to be modified as our knowledge and understanding of Mars increases. It is possible that by 2014 a mission could be launched to return samples from Mars. Many missions are designed to overlap so that, for example, the Odyssey 2001 orbiter will be used as a relay satellite for other missions.
The launch of the Mars Odyssey 2001 signaled the beginning of a revised plan for the robotic exploration of Mars, the Red Planet. NASA detailed an exploration plan that will span the next two decades. Using new and developing technologies, these investigations are flexible enough to be modified as our knowledge and understanding of Mars increases. It is possible that by 2014 a mission could be launched to return samples from Mars. Many missions are designed to overlap so that, for example, the Odyssey 2001 orbiter will be used as a relay satellite for other missions.
Community Connections For Science Education: History and Theory You Can Use, Volume II takes a look at various informal science education (ISE) settings—some found in most communities, some unique to one location. An informal science experience has the potential to enhance hands-on interaction, and by extension, scientific inquiry. Here the authors speak of their joys and constraints as they offer an insider’s perspective of what informal science settings can provide teachers, parents, school board members, and informal educators.
Community Connections For Science Education: History and Theory You Can Use, Volume II takes a look at various informal science education (ISE) settings—some found in most communities, some unique to one location. An informal science experience has the potential to enhance hands-on interaction, and by extension, scientific inquiry. Here the authors speak of their joys and constraints as they offer an insider’s perspective of what informal science settings can provide teachers, parents, school board members, and informal educators.
Charging Ahead: An Introduction to Electromagnetism is a set of hands-on activities designed to help teachers introduce middle and high school students to electromagnetism, one of the most fascinating and life changing phenomenon humankind has witnessed. In 1820, Hans Oersted, a Danish physicist and school teacher, discovered that an electrical current produces magnetism. This set the stage for the development of the electrical motor and generating electricity from motion and magnets.
Charging Ahead: An Introduction to Electromagnetism is a set of hands-on activities designed to help teachers introduce middle and high school students to electromagnetism, one of the most fascinating and life changing phenomenon humankind has witnessed. In 1820, Hans Oersted, a Danish physicist and school teacher, discovered that an electrical current produces magnetism. This set the stage for the development of the electrical motor and generating electricity from motion and magnets.
Assessing Toxic Risk is a comprehensive guide to student research in toxicology. It includes an overview of basic principles of toxicology and how they are used to assess chemical risks. It provides simple but authentic research protocols to engage students in the process of testing chemical toxicity by conducting bioassays using lettuce seeds, duckweed, and Daphnia. It also contains guidelines for integrating peer review and other collaborative knowledge-building into classroom science.
Assessing Toxic Risk is a comprehensive guide to student research in toxicology. It includes an overview of basic principles of toxicology and how they are used to assess chemical risks. It provides simple but authentic research protocols to engage students in the process of testing chemical toxicity by conducting bioassays using lettuce seeds, duckweed, and Daphnia. It also contains guidelines for integrating peer review and other collaborative knowledge-building into classroom science.

Building Successful Partnerships: Community Connections for Science Education

No single educator can help children learn all they need to become scientifically literate. Resources are all around us—not only in traditional science classrooms and laboratories, but also in gardens, nature centers, parks, youth programs, museums, and on television and radio. Community Connections for Science Education, Volume I: Building Successful Partnerships offers advice on how to select community resource partners, set joint learning goals, improve pre- and post-field trip activities, instruct students in field trip safety and etiquette, and much more.
No single educator can help children learn all they need to become scientifically literate. Resources are all around us—not only in traditional science classrooms and laboratories, but also in gardens, nature centers, parks, youth programs, museums, and on television and radio. Community Connections for Science Education, Volume I: Building Successful Partnerships offers advice on how to select community resource partners, set joint learning goals, improve pre- and post-field trip activities, instruct students in field trip safety and etiquette, and much more.

Celebrating Cultural Diversity: Science Learning for All

Science Learning for All: Celebrating Cultural Diversity covers three must-know” areas of multicultural science education: inclusive curriculum design, multicultural teaching strategies, and language diversity in science teaching and learning. With the help of this best-of collection from The Science Teacher, NSTA’s journal for high school teachers, you’ll find fresh ideas on how to meet the science learning needs of all students, with explicit connections to the National Science Education Standards.
Science Learning for All: Celebrating Cultural Diversity covers three must-know” areas of multicultural science education: inclusive curriculum design, multicultural teaching strategies, and language diversity in science teaching and learning. With the help of this best-of collection from The Science Teacher, NSTA’s journal for high school teachers, you’ll find fresh ideas on how to meet the science learning needs of all students, with explicit connections to the National Science Education Standards.

College Pathways to the Science Education Standards

This one-of-a-kind book applies the Standards, written for K-12 classes, to the college level. Designed for postsecondary science content teachers, science educators, and administrators, this book shows how to implement all six areas of the Standards on campus--teaching, professional development, assessment, science content, science education programs, and science education systems.

This one-of-a-kind book applies the Standards, written for K-12 classes, to the college level. Designed for postsecondary science content teachers, science educators, and administrators, this book shows how to implement all six areas of the Standards on campus--teaching, professional development, assessment, science content, science education programs, and science education systems.

Hands-On Herpetology: Exploring Ecology and Conservation

Plentiful, diverse, and readily available, these animals—known in science as “herps”—are also perfect for teaching students about biology, ecology, and conservation, including problems affecting both amphibians and reptiles.

This highly readable resource melds rigorous science content with science research. Its five sections cover the animals’ biology and handling procedures (including safety tips), provide background information for teachers, offer twenty-one indoor/outdoor activities, and broach critical conservation issues.

Plentiful, diverse, and readily available, these animals—known in science as “herps”—are also perfect for teaching students about biology, ecology, and conservation, including problems affecting both amphibians and reptiles.

This highly readable resource melds rigorous science content with science research. Its five sections cover the animals’ biology and handling procedures (including safety tips), provide background information for teachers, offer twenty-one indoor/outdoor activities, and broach critical conservation issues.

 

Storm Trackers: In an inquiry-based unit, students learn to track hurricanes

The Science Teacher—January 2001

Storm Trackers is an inquiry-based unit designed to combine science, mathematics, geography, and English in an Earth science class. It places students in realistic problem-solving situations and presents meteorology content and hurricane tracking processes. The activity allows students to step beyond the passive learner role into that of meteorologist or storm tracker.
Storm Trackers is an inquiry-based unit designed to combine science, mathematics, geography, and English in an Earth science class. It places students in realistic problem-solving situations and presents meteorology content and hurricane tracking processes. The activity allows students to step beyond the passive learner role into that of meteorologist or storm tracker.
Storm Trackers is an inquiry-based unit designed to combine science, mathematics, geography, and English in an Earth science class. It places students in realistic problem-solving situations and presents meteorology content and hurricane tracking processes. The activity allows students to step beyond the passive learner role into that of meteorologist or storm tracker.
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