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What Do Plants Do in the Dark?
Lesson Plan |
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How Can Containers Keep Stuff Cool?
Lesson Plan |
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about transfer of energy. The probe is designed to determine whether students recognize that heat flows from warmer objects or areas to cooler ones.
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Lesson Plan |
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Lesson Plan |
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Essential Ingredients for a Scientific Consensus: Climate Change Edition
Blog Post |
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about beach formation. It is designed to reveal whether students use concepts of weathering, erosion, and deposition to explain how a beach made up of…
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Why Do NASCAR Drivers Need to React Fast? (Part 1: Sight)
Lesson Plan |
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Curiosity, Creativity, and Courage
Archived Conference Session |
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about solids. The probe is designed to reveal the macroscopic and/or microscopic properties students use to decide whether a material is a solid.
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How does something start moving?
Lesson Plan |
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about weather versus climate. The probe is designed to find out if students distinguish between a one-time weather-related change and a change in climate…
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Why Do NASCAR Drivers Need to React Fast? (Part 2: Sound)
Lesson Plan |
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about precipitation. The probe is designed to determine whether students understand what causes the water in clouds to fall as rain.
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Lesson Plan |
The purpose of this assessment probe is to elicit students’ ideas about processes that affect the shape of mountains. The probe is designed to reveal whether students understand the role of weathering in shaping…