Triple Helix

Objective:
Students gain a better understanding of what isotherms and isobars represent on maps.

Content/Topic:
Science: weather, climate, mapping

Materials:
About 4-6 rolls of toilet paper per demonstration.
24-36 sheets of paper
large markers of different colors
tape or string

Preparation:
Assign each isotherm or isobar a color (40 degrees is blue, 1000 mB is orange) and write them on different rolls of toilet paper. For my lesson, I had rolls representing 30, 40, 50, 60, and 70 degrees. Make big signs for two or three temperature readings for each isotherm, making sure you’re using the same colors. The colors help kids notice the temperature range. Pick one side of the room to be “North” and the other side to be “South” and hang your temperature signs appropriately.

Activity:
Introduce or conduct a thorough review of what isotherms/isobars are and what they represent. Draw some on the board, demonstrating how they look on a traditional map.
Have kids line up on either the “East” or “West” side of the room. Choose your first set of volunteers. Each kid gets one roll that represents one isobar/isotherm. Have one kid at a time run through the temperature reading signs while another holds the end of the roll, such that their toilet paper trail traces the isobar/isotherm. Encourage the rest of the class to help the volunteering student navigate the temperatures.

Pros:
Hands-on, running around the classroom activity for a topic that typically involves lots of bookwork or writing. Provides a different perspective on how isotherms/isobars are drawn and relate to 3D space and geography. Helps establish an orientation to maps and connect bird’s-eye-views with on the ground.

Cons:
Your classroom has toilet paper all over it. Lots of waste. Keeping temperature signs hung the whole day is difficult.

Question: Does compost material help plants grow? Use this worksheet and lab to explore the topic of composting.

Grade level:
For high school students, this lesson could probably be altered to be done in groups with minimal guidance. For middle school environments its best to keep the materials on one table and do a demonstration with the assistance of volunteers.

Content/Topic:
Science: biology, botany, plant science, food webs, ecology, earth’s natural cycles, geology

Objective:
Students learn the what goes into compost and how it is made. Students will also be asked to observe and compare the how well home-made compost works against store-bought soil. The lesson is best used as a review of several related concepts. Good for the end of the year to review for exams, finals, or standardized tests. Also makes a good, straight-forward, scientific method activity.

Description:
Students are shown compost at varying stages. Describe and ask students to identify, parts of the compost. Explain which parts provide nitrogen, and what parts provide carbon. If there are worms in the compost, describe the roll of decomposers. Tailor this section to whatever lesson you want to review.

Materials needed:
-Freshly-discarded table scraps suitable for composting.
-Somewhat decomposed organic matter. Compost should be in the “smelly” stage.
-activated carbon
-finished compost
-store-bought soil
-two potted plant containers that drain
-package of seeds of your preferred plant.
-disposable gloves.

Preparation:
Composting must be done well in advance. Contact local gardening clubs or community gardens to see if they can provide some at various stages.
Mix activated carbon into the compost to reduce the smell of decaying vegetable matter.

Pros:
hands-on activity.
synthesizes multiple lessons that are usually taught separately.
Great introduction to a highly useful skill.
straight-forward scientific method activity

Cons:
Compost can smell REALLY bad.
Messy
might be difficult to acquire multiple stages of compost.

Compost v. potting soil experiment:
Using a 50:50 ratio of compost to potting soil, fill one plant pot.
Fill the other pot with all potting soil.
Place a few seeds in each pot.
Ask students to chart the height of plants at specific time intervals. Have students keep observation journals or record the data on a big chart in the classroom.

Composting Lab and Worksheet

Overview and description of the following different types of microscopes: Compound Microscope, Transmission Electron Microscope, Scanning Electron Microscope, Scanning Tunneling Microscope.

Powerpoint Slides with Instructor Notes