{"results":"
\n\n
\n
\n
\n
Instructional Video6:30
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Presidential\n\n
\n
\n
\n
\nCrash Course\n
\n

\nPresidential Power: Crash Course Government and Politics #11\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nThe president of the United States is the most powerful person in the government, right? Well, sort of. Scholars analyze the powers of the president in the scope of the United States government and politics. They view a short video clip...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video7:58
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Gerrymandering:\n\n
\n
\n
\n
\nCrash Course\n
\n

\nGerrymandering: Crash Course Government and Politics #37\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nVoting districts are sometimes in very weird shapes—even looking like dragons! Scholars investigate the concept of gerrymandering in United States government and politics. They view a short video, the 37th of a 50-part series, to analyze...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video8:31
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Separation\n\n
\n
\n
\n
\nCrash Course\n
\n

\nSeparation of Powers and Checks and Balances: Crash Course Government and Politics #3\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nScholars analyze why the Founding Fathers separated the governmental powers into three branches. They use evidence from a short video clip, the third in a 50-part series, to draw conclusions on the importance of having checks and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video8:47
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Political\n\n
\n
\n
\n
\nCrash Course\n
\n

\nPolitical Ideology: Crash Course Government and Politics #35\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nScholars investigate the various political ideologies that exist in the United States government and politics. The 35th video in a 50-part series outlines the sources that create a person's political ideology. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Science\n\n
\n
\n
\n
\nCurated OER\n
\n

\nScience and Values: Using Science to Shape Our Future\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudents explore and discuss the link between values and science. They read several articles on such topics as global warming, cloning, genetically modified crops and animal testing and then identify the subjective aspect of science in...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"DNA\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDNA Technology\n

\n
\n\nFor Students\n\n9th - Higher Ed\n
\n
\n
\nIn this DNA technology worksheet, students will review 12 vocabulary words relating to the uses and results of DNA technology in this crossword puzzle.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Self\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSelf Portraits\n

\n
\n\nFor Teachers\n\n6th - 9th\n
\n
\n
\nStudent pictures are taken with a digital camera. The picture is opened on the computer, and selected. On the computer, the image is cloned, and traced (using the computer, not a \"real\" pencil). Students discuss how well the \"average...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"DNA\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDNA Extraction Laboratory Experiment\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents will visualize how DNA is extracted from cells by performing a simple laboratory experiment. They will then use this knowledge to further understand how scientists are using DNA extraction to try to clone human cells, and to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video1:12
\n
\n
\n
\n\"Genetic\n\n
\n
\n
\n
\nHoward Hughes Medical Institute\n
\n

\nGenetic Engineering\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nNo matter where you stand on the controversial topic of genetic engineering, the science that makes it possible is extraordinary. An animated video describes a process of genetic engineering involving bacteria. The quick...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Biotechnology\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBiotechnology\n

\n
\n\nFor Teachers\n\n6th - 9th\n
\n
\n
\nLearners analyze the iimpact of biotechnology. They discuss genetically altered foods and the term biotechnology. They research websites and discuss terms related to genes, cells, DNA, and cloning. They write reports to investigate...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video1:03
\n
\n
\n
\n\"Understanding\n\n
\n
\n
\n
\nTV411\n
\n

\nUnderstanding Hard Words\n

\n
\n\nFor Students\n\n7th - 10th\n\nStandards\n
\n
\n
\nTwo strategies for decoding unfamiliar words are featured on a worksheet that illustrates how to use the parts of words (prefix, root, and suffix) and context to determine meaning. Examples are included as is a guided practice exercise.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video9:29
\n
\n
\n
\n\"Epigenetics\n\n
\n
\n
\n
\nSciShow\n
\n

\nEpigenetics\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nEpigenetics shows that basically you are what your parents eat. This video explores epigenetics or the factors that determine which genes are expressed in your body. From behavior to environments to dietary choices, some genes change in...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Reading\n\n
\n
\n
\n
\nCurated OER\n
\n

\nReading Comprehension: Test-taking version\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nIn this reading comprehension worksheet, students explore and analyze test taking techniques, read a short story and then answer eight comprehension questions.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Save\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSave the Lofty Trees\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nSave the Lofty Trees, by Leslie Mills, provides the text for a study of the roles of animals and humans in the forest. Richly detailed, the plan offers two approaches to the play: as a scenario for children to imagine what actions would...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Biotechnology\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBiotechnology\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nThe metaphors used here to describe the \"cut and paste\" procedures for genetic engineering will really help your biologists in their understanding of restriction enzymes and DNA.  The uses of genes that are isolated and incorporated...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Biotechnology\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBiotechnology\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nThe concepts here cover the gamut of biotechnological engineering. Information is given about plasmids and genetic manipulation. After reviewing genetic engineering, this slide show would be useful to recap some of the main procedures.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Albert\n\n
\n
\n
\n
\nNational Endowment for the Humanities\n
\n

\nAlbert Sabin and Bioethics: Testing at the Chillicothe Federal Reformatory\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nDo the ends justify the means? Getting a drug approved in the US is a long and involved process. But at some point out, it involves testing on humans. The ethics of such testing is the focus of a resource that uses Dr. Albert...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nNovelinks\n
\n

\nThe House of the Scorpion: Concept Analysis\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nConsidering using Nancy Taylor's award-winning science fiction novel The House of the Scorpion as an option for book circles or as a whole-class reading? Check out this packet that includes background information, information about the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video11:43
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Meiosis:\n\n
\n
\n
\n
\nCrash Course\n
\n

\nMeiosis: Where the Sex Starts\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nThe narrator of a short video walk scholars through the beginning steps of meiosis, details how the steps are similar to the stages in mitosis, and then points out the very specific differences in meiosis that for variation...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Meiosis\n\n
\n
\n
\n
\nVirginia Department of Education \n
\n

\nMeiosis\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nIntrigue the class by completing a instructional activity on meiosis, filled with challenging and insightful activities to spark the interest of every person in the room. Each member of the class learns about genetic disorders due to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Don't\n\n
\n
\n
\n
\nTeach Engineering\n
\n

\nDon't Be a Square\n

\n
\n\nFor Teachers\n\n9th - 11th\n\nStandards\n
\n
\n
\nIf Parseltongue is a genetic trait, what is the probability a wizard will inherit the ability to speak Parseltongue? Scholars investigate magical and biological genetics with Punnett squares.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Help\n\n
\n
\n
\n
\nNational Nanotechnology Infrastructure Network\n
\n

\nHelp or Hype: The Ethics of Bio-Nanotechnology\n

\n
\n\nFor Teachers\n\n6th - Higher Ed\n
\n
\n
\nEthical concerns are not always black and white. A well-designed lesson presents learners with scenarios for which ethics may come into question. Scholars learn to consider the different sides of a situation and make an unbiased...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video1:25
\n
\n
\n
\n\"Differentiation\n\n
\n
\n
\n
\nHoward Hughes Medical Institute\n
\n

\nDifferentiation and the Fate of Cells\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nDid you realize cells become restricted in the types of cells they produce as embryos develop? Stem cells might become anything, but late state cells can only become the specialized cell based on their locations. A captivating video does...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video2:17
\n
\n
\n
\n\"Human\n\n
\n
\n
\n
\nHoward Hughes Medical Institute\n
\n

\nHuman Embryonic Development\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nAt what point in the fertilization process do stem cells turn into an embryo? Viewers observe the development of an embryo from egg to fertilization to development into a fetus. The narrator stresses the role of cell division,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}