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Unit 2.6: Is heat always a dead end, or can it do something useful too?
Sandra Penny, Russell Sage College, and Natalie Bursztyn, University of Montana
Students focus on some thermodynamic aspects of energy: Heat, heat engines, and the second law of thermodynamics. We have already laid the groundwork for these concepts in Unit 2.3 (Energy Types and ...

Unit 2.2: Measuring and Analyzing Waves
Sandra Penny, Russell Sage College; Natalie Bursztyn, The University of Montana-Missoula
This unit follows up and reinforces the topics introduced in the previous unit (Unit 2.1) about waves and wave properties. Multiple scaffolded extension activities and lab exercises build on similar concepts with ...

Unit 2.4: Power
Sandra Penny, Russell Sage College
In this unit, students explore the relationship between energy and power when they design an experiment to measure and calculate their maximum power output by running up a staircase at a fast, medium, and slow ...

Unit 5.4 Heavy rainfall and landslides
Mark Abolins, Middle Tennessee State University
Students assume various roles (e.g., school superintendent) and use online maps to explore landslide hazards in Southern California. They examine the landslide problems from different perspectives, and they apply ...

Unit 3.1: What's this rock I found? Is it valuable?
Beth Dushman, Howard Community College
In this unit, students will use hand samples or high-resolution images to observe, categorize, and identify some common minerals and rocks, with an emphasis on their role as economic resources. Hands-on activities ...

Unit 1: Anyone Can Be a Scientist
Educational module teaching introductory Earth science students how to think and act like scientists by engaging with scientific practices, analyzing diverse data types, distinguishing observations from interpretations, applying NGSS science and engineering practices through case studies, and formulating testable vs. non-testable scientific questions using tools like Google Earth across three 60–75 minute lessons. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Unit 5.1: Introduction to flooding and the water cycle
Mark Abolins, Middle Tennessee State University; Karen Viskupic, Boise State University. Parts are based on InTeGrate activities by Manoj K. Jha, Ed Barbanell, Meghann Jarchow, and John Ritter.
Students learn about flooding by exploring the Internet, watching videos, and watching an in-class slide presentation. Unit 5.1 introduces the basic vocabulary and concepts of the water cycle, riverine flooding, ...

Unit 6- How Do We Explore Planets in Our Solar System?
This educational webpage details Unit 6 of the TIDeS Earth Science Course, a culminating module where students apply Earth science knowledge and scientific practices to explore planetary resource potential, analyze remote sensing data, evaluate NASA rover missions, and design their own rover proposals for extraterrestrial investigation. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Unit 1.2: Introducing SEPs and CCCs
Natalie Bursztyn, James Madison University
How is this class aligned in a way to help you with your future teaching? In this unit, we lay out the format of a class, how it aligns with NGSS (Next Generation Science Standards), and how students can use these ...

Unit 5.5: Adapting to sea level rise
Mark Abolins, Middle Tennessee State University. Although more focused, Unit 5.5 draws heavily on NSF InTeGrate's "Coastal Processes, Hazards, and Society": https://serc.carleton.edu/integrate/teaching_materials/coastlines/overview.html .
Students explore the potential for sea level rise to inundate coastal areas near Houston, Texas, and they consider ways to adapt to sea level rise. Solutions include engineered measures and managed retreat (the ...