Essential Questions
Why does chemistry matter in my life? These lessons address this question and are designed to be used throughout the high school course and support the North Carolina standard course of study objectives in chemistry. Each lesson presents a problem to the student that they will endeavor to answer using a variety of activities. These activities may be modified to suit the needs of your students. The problems are intended to generate student interest so they will be more likely to engage in the lesson.
This unit was developed to introduce students to fossil collecting in the field. For years I had shown my students fossils with a brief description about their origin and formation. Upon further questioning on one occasion I realized that they had no way of conceptionalizing the area in Western New York I was attempting to describe to them. Obviously Eastern, North Carolina and Western New York are pretty different in terms of topography and geology. Additionally, few or none of my students had ever had the opportunity to collect fossils from the field, a pleasure I have enjoyed for most of my life. So, I decided that the Kenan Fellowship would be a great opportunity to share.
The American Chestnut was once one of the most important trees in the Eastern US. It was important to wildlife as a food source and to people for a variety of uses. In the early 1900’s an imported Japanese Chestnut tree carried a fungus to which American trees had no immunity. It devastated the native Chestnuts. How can science offer a solution to this problem? Students will study how biotechnology is being used to develop a blight resistant tree. They will engage in hands-on activities that have students apply their knowledge of DNA and genetics to simulate the steps needed to find the genes for resistance and insert them into an American Chestnut tree. Lessons are designed to be used for any level of Biology student and do not require high tech equipment.
In these lesson plans, students will act as CSI agents investigating the mysterious pathogen that caused the massive potato crop failure and resultant Great Famine of 1845 in Ireland. Through a variety of seven focused activities, students will map its diffusion, experience the history of the Great Famine, isolate and test samples using PCR and gel electrophoresis, create Wanted Posters of plant pathogens and take action in communicating their concerns of chemical controls of these pathogens and the danger of repeating history.
This site contains all the information you need to get your class involved in the creative process of designing, building, and testing their own powered vehicle. These activities will expand their understanding of the principles of motion and design and their appreciation for the general scientific process.
The following is a set of suggested activities for a third grade curriculum unit on the Earth/Sun/Moon system. The goal is to provide students with an understanding of the motions of the three objects in the system and the way in which they determine the periodic changes we observe.
LIFE: From Diversity to DNA is a project that includes four middle school life science units designed by Jan Schuettpelz, Tracy Voreis, and Pat Shane. The project has been presented at the North Carolina Science Teachers’ Association Conference and the National Science Teachers’ Association Conference.
The goal of these lessons, packaged under the title “A Day in the Life of a Protein,” is to select an example that is not only real world, but also is connected to many of the topics taught in the course. The specific protein used here is Hemoglobin A, looking at the mutation leading to sickle cell anemia. Other proteins could be substituted into this model as needed.
The basis for this project draws from Dr. DuCoste’s experiences with water treatment and Dr. Powell’s experiences in pesticide monitoring of ground and surface water and pesticide regulation. The intent is to provide an avenue for students to experience how scientists study and develop solutions to environmental problems.
Welcome to Chemistry Applications: Pharmacology, Biotechnology and Forensics, a high school curriculum. Included in this curriculum are many lesson plans that are aligned with the North Carolina Chemistry and Biology Standards, in addition to the National Science Standard. Students will learn to be critically thinking, problem solving individuals who will relate science to the real world
Using contemporary research and real life examples, students will explore and investigate the impact of economic decisions that North Carolina businesses, consumers, and laborers make. Students will discuss economic issues of concern to North Carolina, debate the merit of certain decisions made, and propose alternatives for workers in North Carolina’s dying industries. The inquiry based research and application will allow students to broaden their understanding of North Carolina’s role in the global economy as well as their own role in the economy. A partnership with the North Carolina Council on Economic Education and National Council on Economic Education made this project possible.
4-H On Track Learning is a collaborative venture involving the College of Engineering Department of Mechanical and Aerospace Engineering, the Kenan Teaching Fellows Program and the Department of 4-H Youth Development and Family & Consumer Sciences.
In partnership with the Department of Forestry and Environmental Resources, the NC Forestry Association, and the Weyerhaeuser Corporation, agricultural education students will understand sustainable forestry practices and the forestry industry. Students will explore the pertinence and value of the forestry industry in North Carolina, while also learning skills that are used in today’s forestry industry. The agricultural education curriculum will also lead students through the exploration of forest ecology, tree identification, and the many practices involved with sustainable forestry and the forestry careers.
A paradox of education is evident when we say we want students to become good problem solvers but then we don’t give them good problems to solve. We give them instructions to follow, we give them projects to build, we give them experiments to perform but we know from the outset what results we want to see at the end. That’s not problem solving. Design technology is problem solving. And elementary schools should be doing more of it in order to improve problem-solving skills as well as to encourage more American students to pursue science and engineering careers.