Ei E: A Stick in the Mud: Evaluating a Landscape Lesson 4 Part 1

Who is not drawn to trading cards? In this lesson plan, junior ecologists create a trading card of an animal or plant from one of Arizona's biotic communities. Gorgeous sample cards are provided in the lesson plan as well as a plethora...

Compare the volume of an orange to the volume of liquid that can be extracted out of it. Also compare the mass of an apple before and after it has been dried out. In both of these activities, children find that there is an appreciable...

Students use maps to study the erosion along a riverbank over time and conduct controlled experiments to determine how soil compaction around a foundation affects the foundation's strength. [7:20]

Students use maps to study the erosion along a riverbank over time and conduct controlled experiments to determine how soil compaction around a foundation affects the foundation's strength. [8:35]

Students use maps to study the erosion along a riverbank over time and conduct controlled experiments to determine how soil compaction around a foundation affects the foundation's strength. [8:55]

A storybook introduces the engineering challenge and context. In this story, Suman, a boy from Nepal, learns about geotechnical engineering as he helps evaluate a site for a TarPul. [13:09]

Students think like geotechnical engineers as they take core samples of a model building site and decide how deeply the pier foundations for a model skyscraper should be anchored into the soil. [11:40]

Students think like geotechnical engineers as they take core samples of a model building site and decide how deeply the pier foundations for a model skyscraper should be anchored into the soil. [17:22]

Students apply their knowledge of simple machines and industrial engineering as they imagine, plan, create, test, and improve their own factory subsystems. [10:41]

This model lesson shows students applying their knowledge of balance, forces, and civil engineering as they imagine, plan, create, test, and improve their own bridges. [14:07]