Science

Who am I? l MEECS Eco Bio Video Lesson 5

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Students will participate in activities that provide reinforcement in understanding the terms producer, consumer, decomposer, predator, prey, carnivore, omnivore, herbivore, and food chain. Students utilize these vocabulary terms and participate in a guessing game. (This video lesson highlights activities 3 and 4 from extension lesson 2.2 of the Michigan Environmental Education Curriculum Support (MEECS) Ecosystems and Biodiversity Unit.)

MEECS Climate Change l Weather or Climate Change: Video Lesson 1

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What is the distinction between weather and climate? As a way to understand climate, pairs of students sort weather and climate statements. (This video lesson highlights activities 1 and 2 from lesson 1 of the MEECS Climate Change Unit.)

Lesson 4: Watersheds and Nonpoint Source Pollution l Managing Excess Nutrients- LGREI

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The fourth video in the Groundswell Communities for Clean Water series discusses nutrient pollution and its impacts on water quality.

 

Engaging Students in Lecture and Lab

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In this professional development video from Getting Results, students and their instructors discuss how lab time reinforces what is taught in lecture. One instructor says his goal is to prepare students through lecture, and then apply the learning in a lab. In this video, the students have to understand a mathematical function in order to make a robot work. When students get frustrated in the lab, the instructor guides them with questions. One student says the lab gets results for students by “hammering home” the content. The instructor concurs, saying that he avoids telling his students how to do the problem. Instead, he encourages them to grapple with it themselves.

How to Manage Group Exploration of the Outdoors | PLUM LANDING

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Join Outdoor Educator Jessie Scott as he shares his strategies for exploring the outdoors with a crowd in this video from PLUM LANDING. As Jessie explains, managing a large group during outdoor exploration can be overwhelming – but it’s easier than you might think to keep things on track. Key strategies include setting the stage; redirecting disruptive children, keeping things interesting; and knowing where everyone is at all times.

MEECS Energy Resources l Energy Mix: Video Lesson 5

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Students investigate different energy resources used to generate electricity in Michigan through exploration of a Michigan map and the EIA website. (This video lesson highlights activities 6 and 7 (option A) from lesson 3 of the MEECS Energy Resources Unit.)

MEECS Energy Resources l Investigating the Generation of Electricity: Video Lesson 4

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Students investigate energy generation through a hands-on activity and take part in a discussion about how a turbine and generator transform electricity. (This video lesson highlights activity 1 from lesson 3 of the MEECS Energy Resources Unit.)

Storm Water Metaphor l MEECS Water Quality: Video Lesson 9

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Students identify common pollutants in storm water and answer the following essential questions: Where does storm water come from and where does it go? What contaminants may be in storm water runoff? How do people affect the quantity and quality of runoff? (This video lesson highlights activity 2 from lesson 8 of the MEECS Water Quality Unit.)

 

MEECS Air Quality l Local Sources of Air Pollution: Video Lesson 6

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This lesson looks at the sources of air pollutants. Students examine the sources of air pollutants (point, mobile, area, and natural). Go outdoors with MEECS in this lesson! (This video lesson highlights activities 1 and 2 from lesson 3 of the MEECS Air Quality Unit.)

Visualizing Concepts Through Technology

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In this professional development video from Getting Results, a chemical operations instructor and one of his students discuss how classroom technology can ready students for work in industry. A student tells how a particular technology model in his classroom helps him understand the technology in the field. The class visits a local processing plant where they talk with industry professionals and explore state-of-the-art equipment in action. Finally, the student says that the classroom technology helps him understand this equipment by “boiling it down to the basics.”

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