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\n\"TeachEngineering:\n\n
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\nLesson Planet Curated\n
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\nTeachEngineering: Using Nanoparticles to Detect, Treat and Protect from Skin Cancer\n

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\n\nFor Teachers\n\n10th - 12th\n\nStandards\n
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\nYoung scientists take on the role of biomedical engineers as they accept the challenge of using nanoparticles to help detect, treat, and protect people from skin cancer. Researchers perform hands-on activities to become familiar with the...\n
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Instructional Video6:28
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\n\"How\n\n
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\nNemours KidsHealth\n
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\nHow the Body Works—Skin\n

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\n\nFor Students\n\n4th - 8th\n\nStandards\n
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\nTake an elevator down under the surface of the skin! Animations show that new skin cells are formed and the old ones are shed in the epidermis, how melanin provides color and nerves and blood vessels reside in the dermis, and what the...\n
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Worksheet
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\n\"AP:\n\n
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\nCurated OER\n
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\nAP: Chapter 35: Plant Structure and Growth\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nA straightforward learning exercise has botanists list plant organs and functions, plant cell organelles and their functions, specialized plant tissues and their functions. Three high-quality diagrams are displayed for them to label as...\n
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Worksheet
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\n\"Quiz:\n\n
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\nNemours KidsHealth\n
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\nQuiz: Skin (Grades 6 to 8)\n

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\n\nFor Students\n\n6th - 8th\n
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\nAnatomy and health classes can be assessed on their knowledge of the skin. Using 10 questions in various formats, middle schoolers respond to the function, layers, care, and conditions of this vital organ. The provider of this quiz also...\n
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Lesson Plan
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\n\"Skin:\n\n
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\nCurated OER\n
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\nSkin: Skin Prints\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents explore human anatomy by participating in a print experiment. In this human skin lesson, students define the term \"epidermis\" and utilize computer paper, pencils, tape and baby wipes to create a print of their own skin. Students...\n
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Worksheet
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\n\"Skin\n\n
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\nCurated OER\n
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\nSkin\n

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\n\nFor Students\n\n9th\n
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\nIn this skin worksheet, 9th graders list the five main functions of the skin. Then they explain why a runner sweats and how many sweat glands there are in the body. Students also describe what occurs when the epidermis is slightly injured.\n
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Worksheet
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\n\"Skin:\n\n
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\nCurated OER\n
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\nSkin: The Body's Protection\n

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\n\nFor Students\n\n7th - 12th\n
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\nIn this skin instructional activity, students will compare the characteristics of the epidermis and the dermis. Then students will complete 2 short answer questions.\n
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PPT
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\n\"Integumentary\n\n
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\nCurated OER\n
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\nIntegumentary System: A System, An Organ, the Biggest!\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nIt is only six short slides, but an acceptable outline of the integumentary system. General facts about the system, layers, sublayers, and functions are listed as bullet-points. What would make this presentation more engaging for your...\n
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Lesson Plan
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\n\"Leaf\n\n
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\nCurated OER\n
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\nLeaf Stomata as Bioindicators of Environmental Change\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents, in this experiment, collect leaves from two species of trees and the stomatal index on the upper and lower epidermis of each leaf be determined.\n
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Instructional Video3:32
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\n\"How\n\n
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\nHoward Hughes Medical Institute\n
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\nHow We Get Our Skin Color Interactive\n

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\n\nFor Students\n\n6th - 12th\n
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\nI can see your epidermis. A short video shows how we get our skin color. It explains how melanocyte cells in the epidermis produce melanin, and that the type and amount of melanin controls skin color. \n
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Worksheet
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\n\"The\n\n
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\nCurated OER\n
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\nThe Language of Science\n

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\n\nFor Students\n\n7th - 9th\n
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\nFor this language of science worksheet, students use the list provided to guess the meaning of each of the list. Students apply root words, prefixes, and suffixes to gain meaning of other science words.\n
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Interactive
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\n\"Study\n\n
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\nScholastic\n
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\nStudy Jams! The Senses: Touching\n

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\n\nFor Students\n\n4th - 9th\n\nStandards\n
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\nBeauty is only skin deep, but knowledge goes deeper with this brief presentation! Three of the five slides are photos of a hand touching an object, one is a colorful graphic display of the epidermis and dermis, while another may be an...\n
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Instructional Video7:31
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\n\"Integumentary\n\n
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\nBozeman Science\n
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\nIntegumentary System\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nYou will shed approximately 40 pounds of skin cells in your lifetime—wow! Scholars first learn about the multiple functions of our skin, both the epidermis and the dermis, and its role as a covering for the human body. The video then...\n
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Instructional Video3:32
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\n\"How\n\n
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\nHoward Hughes Medical Institute\n
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\nHow We Get Our Skin Color\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nIs our skin color determined only by genetics? Explore skin science through a video and related interactive. Young biologists discover the cells of the epidermis, how melanin is made, and the factors that influence the outward appearance...\n
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Instructional Video4:01
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\nHow a Wound Heals Itself\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nDid you know that the biggest organ in the human body isn't the brain, the liver, or even the lungs? It's the skin. Follow along with this short video as it explores the structure of human skin and its amazing ability to...\n
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Instructional Video13:36
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\n\"Plant\n\n
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\nBozeman Science\n
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\nPlant Structure\n

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\n\nFor Students\n\n9th - 12th\n
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\nLet's get to the root of biology. A video describes the difference between monocot and dicot plants. Then it explains the three main types of tissues in plants and the cells within each of these tissues. \n
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Instructional Video5:11
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\n\"The\n\n
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\nTED-Ed\n
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\nThe Science of Skin\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nAlmost one fifth of your weight is in your skin, but why does it weigh so much? Viewers learn about the integumentary system and the many functions it performs constantly to keep them safe. Then, they answer multiple choice and...\n
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Lesson Plan
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\n\"Leaf\n\n
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\nCurated OER\n
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\nLeaf Stomata as Bioindicators of Environmental Change\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents perform an experiment to determine the stomaltal index on the upper and lower epidermis of two species of leaves. Stomatal densities change in response to changing atmospheric levels of carbon dioxide and to annual rainfall.\n
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Instructional Video3:42
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\nHow Do Scars Form?\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nMost of us have suffered an injury we'd prefer to forget, but lingering scars just won't let us. Watch this video to find out exactly what happens during the healing process that cuases these changes to skin and organ tissue.\n
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Lesson Plan2:13
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\n\"Skin\n\n
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\nTeach Engineering\n
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\nSkin and the Effects of Ultraviolet Radiation\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nThough UV radiation can damage skin, it isn't all bad. The third installment in a six-part series allows the class to study the structure and function of skin. They learn about the different types of skin cancer and the SPF rating...\n
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Instructional Video2:58
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\nHow Does Moisturizer Work?\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nAaah, winter ... chapped lips, rough hands, and flaky, itchy skin! When you apply your favorite moisturizing lotion, what does it actually do? Science scholars examine the types and functions of moisturizers through a video from the...\n
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Instructional Video6:05
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\n\"Why\n\n
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\nWhy Do We Itch?\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nOur skin is the first line of defense against insects, parasites, and other irritants. How do we defend it? Step inside the science of scratching with a video from an informative playlist. Topics include how itching evolved, what happens...\n
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Lesson Plan
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\n\"Cleanliness\n\n
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\nCurated OER\n
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\nCleanliness\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents identify ways that staying clean contribute to good health. They perform an experiment involving potatoes and washed and unwashed hands, observing the results. They complete a cleanliness chart, checking off each healthful habit...\n
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Worksheet
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\n\"Sponges\n\n
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\nCurated OER\n
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\nSponges - A Coloring Worksheet\n

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\n\nFor Students\n\n5th - 7th\n
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\nIn this sponges worksheet, learners read the information about sponges. Students answer the provided questions about the reading passage. Learners color the illustration at the bottom of the page.\n
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