This lesson is about the flow of energy in ecosystems. The setting is Plimoth Plantation, a living history museum in Plymouth, Massachusetts, USA, where students will learn about the first Thanksgiving meal in America, celebrated in 1621 by early American settlers and Wampanoag Indians. By examining this meal and comparing it to a modern day Thanksgiving celebration, students will be able to explore the way in which food energy moves and is transformed in an ecosystem. The learning goals focus on the movement of energy from one feeding level to the next within a food web, the way in which energy changes form, and the inefficiency of energy transfer, which in turn affects the availability of food energy for organisms at the highest feeding level. The lesson is directed at high school level biology students. Students should be familiar already with food webs, food chains, and trophic (feeding) levels. They should also be familiar with the general equations for photosynthesis (CO2 + H2O => C6H12O6) and cell respiration (C6H12O6 => CO2 + H2O), and understand the basic purpose of these processes in nature. This lesson can be completed during one long classroom period, or can be divided over two or more class meetings. The duration of the lesson will depend on prior knowledge of the students and on the amount of time allotted for student discussion. There are no supplies required for this lesson other than the downloadable worksheets (accessed on this BLOSSOMS site), paper and some glue or tape.

The major goal of this lesson is to provide students with some of the tools they will need to analyze and solve the many complex problems they will face during their lifetimes. In the lesson, students learn to use Flow Charts and Feedback Diagrams to analyze a very complex problem of ecological sustainability. The lesson looks at a specific case study—from my home town in the Philippines—of the Live Reef Fish Trade now threatening survival of the Coral Reef Triangle of Southeast Asia. Live reef fish have long been traded around Southeast Asia as a luxury food item, but in recent decades trade in fish captured on coral reefs has expanded rapidly. Although the trade has provided communities with additional income, these benefits are unsustainable and have come at considerable cost to the environment. This lesson begins by having students analyze a familiar or personal problem, using Flow Charts and Feedback Diagrams, and then moves on to the application of those tools to a complex environmental problem. The lesson could be completed in a 50-minute class session, but using it over two class sessions would be preferable. Everything needed for the lesson is downloadable from the BLOSSOMS website, including blank Flow Charts and Feedback Diagrams, as well as articles on the Philippines case study from the World Wildlife Fund and the United States Agency for International Development.

This activity demonstrates the effect of changes in the environment on the growth of plants. The plants are placed in environments such as high salinity, cold, heat, or drought and observe the different reactions (growth) of the plants to these conditions. Students discuss the desirability of breeding new types of plants that are better able to withstand these changes if they occur in the general environment. The objectives of this activity is to: 1. Plant, grow and maintain plants under different environmental treatment conditions. 2. Observe differences in plant growth between these treatments. 3. Compare the growth of treated plants with the growth of control plants

The aim of this lesson is to introduce the concepts of Electrochemistry and Electroplating and to present their applications in our daily lives. Students are encouraged to construct their knowledge of Electroplating through brainstorming sessions, experiments and discussions. This video lesson presents a series of stories related to Electroplating and begins with a story about house gates as an example of the common items related to the Electroplating topic. Prerequisites for this lesson are knowledge of the basic concepts of electrolysis and chemical equations. The lesson will take about 60 minutes to complete, but you may want to divide the lesson into two classes if the activities require more time.

Students will investigate the characteristics of electromagnetism and then use what they learn to plan and conduct an experiment on electromagnets.

This is a description of a student experiment that teachers can adapt to allow students to prove that electric current produces a magnetic field. The sample includes a specific example of how to do the experiment which can be adapted to an inquiry investigation by having students complete the initial experiment and then write their investigation question and further investigate the phenomena. When completing this as a demonstration or student experiment batteries can be substituted for the variable power supply if power supplies are not available or convenient to use. The voltage provided to the circuit can be easily manipulated by changing the number of batteries connected.

This book contains eight chapters. Chapter Two briefly describes the technology that makes electronic commerce possible, while Chapter Three introduces the topic of Web strategy. The major functions of marketing are described in the next five chapters: Promotion (Chapter Four); Promotion and Purchase (Chapter Five); Distribution (Chapter Six); Service (Chapter Seven); and Pricing (Chapter Eight). The final chapter takes a broader, societal perspective and discusses the influence of electronic commerce on society.

This video lesson introduces students to the worlds of engineering innovation and entrepreneurship. It seeks to encourage students to see the world with a fresh perspective for innovation through interactive classroom brainstorming activities and real life stories. Students will build self-efficacy in their own entrepreneurial potential by developing their perspective for innovation, developing a prototype solution for a problem they have recognized, and delivering an elevator pitch. The video will familiarize students with all the steps in the innovation process: from conception to launch. By the end of this lesson, students will be prepared for an optional long-term innovation project.

In this book, you will examine the moral and ethical issues that exist within law enforcement. This book will also familiarize you with the basic history, principles, and theories of ethics. These concepts will then be applied to the major components of the criminal justice system: policing, the courts, and corrections. Discussion will focus on personal values, individual responsibility, decision making, discretion, and the structure of accountability. Specific topics covered will include core values, codes of conduct, ethical dilemmas, organizational consequences, liability, and the importance of critical thinking. By the end of this book, you will be able to distinguish and critically debate contemporary ethical issues in law enforcement.

Students will observe/investigate the movement of water through the different stages of the water cycle and determine what drives this cycle. Students are asked to think about what precipitation is then watch a video about why the water cycle is important. They observe a simple version of the water cycle and take some notes. Students are asked what stages require solar radiation, which require water to give off heat, and which are driven by the force of gravity. The teacher does several different demonstrations while students fill in a sheet that has the students recording their observations of different processes in the water cycle and how energy is involved. Students build their understanding of the water cycle through the different models that are shown or experienced. The culminating activity has them create their own model of the water cycle from the viewpoint of a water molecule including the processes, the energy involved, and gravity.

This learning video introduces students to the world of Fractal Geometry through the use of difference equations. As a prerequisite to this lesson, students would need two years of high school algebra (comfort with single variable equations) and motivation to learn basic complex arithmetic. Ms. Zager has included a complete introductory tutorial on complex arithmetic with homework assignments downloadable here. Also downloadable are some supplemental challenge problems. Time required to complete the core lesson is approximately one hour, and materials needed include a blackboard/whiteboard as well as space for students to work in small groups. During the in-class portions of this interactive lesson, students will brainstorm on the outcome of the chaos game and practice calculating trajectories of different equations.

The aim of this video lesson is to introduce the concept of factorials, and to show students that everyday events in their lives have so much to do with factorials - even if they do not realize it! During this video, students will learn about the large number of ways to arrange people and objects using the mathematical concept of factorials. This video lesson will begin with a story of a family vacation to Pulau Pinang, an island located 330 km from the city of Kuala Lumpur in Malaysia. In this video, lessons about using factorials are demonstrated through several challenges this family encounters during their vacation. A prerequisite for this lesson is knowledge of the multiplication rule of counting. During the classroom activities, students are asked to carry out collaborative learning challenges in groups of 6. These activities require students to arrange cards to show different factorial arrangements that can be made. The materials needed for this activity are very simple. We only need to provide a few pieces of blank or colored paper for each student. The lesson will take about 40 – 50 minutes to complete.

First aid is the provision of immediate care to a victim with an injury of illness, usually effected by a lay person, and performed within a limited skill range. First aid is normally performed until the injury or illness is satisfactorily dealt with (such as in the case of small cuts, minor bruises, and blisters) or until the next level of care, such as an ambulance or doctor, arrives. This book is a Canadian version of the original at Wikibooks. All references to protocols which do not comply with resuscitation standards in Canada have been removed.

This learning video presents an introduction to the Flaws of Averages using three exciting examples: the ''crossing of the river'' example, the ''cookie'' example, and the ''dance class'' example. Averages are often worthwhile representations of a set of data by a single descriptive number. The objective of this module, however, is to simply point out a few pitfalls that could arise if one is not attentive to details when calculating and interpreting averages. The essential prerequisite knowledge for this video lesson is the ability to calculate an average from a set of numbers. During this video lesson, students will learn about three flaws of averages: (1) The average is not always a good description of the actual situation, (2) The function of the average is not always the same as the average of the function, and (3) The average depends on your perspective. To convey these concepts, the students are presented with the three real world examples mentioned above.

This video lesson shows students that math can play a role in understanding how an infectious disease spreads and how it can be controlled. During this lesson, students will see and use both deterministic and probabilistic models and will learn by doing through role-playing exercises. The primary exercises between video segments of this lesson are class-intensive simulation games in which members of the class 'infect' each other under alternative math modeling assumptions about disease progression. Also there is an occasional class discussion and local discussion with nearby classmates.

The goal of this lesson is to assist students to relate the forces acting upon particular objects and the “unseen” resolution of those forces. The video begins with a story line involving Adam, who helps his father in the garden by disposing of a garbage bag of leaves—the very act that involves resolution of forces. This lesson includes embedded video clips, animations, diagrams and inquiry-based experiments where students are required to work collaboratively and answer thought-provoking questions. The experiments will involve the study of the resolution of forces on objects placed on varying planes or on platforms of different angles, using materials that are easily found. Finally, students are required to discuss and apply what they have learned to determine whether it is easier to push or to pull a luggage bag with wheels. The lesson will take about 50 minutes to complete.

Foundations of Academic Success: Words of Wisdom (FAS: WoW) introduces you to the various aspects of student and academic life on campus and prepares you to thrive as a successful college student (since there is a difference between a college student and a successful college student). Each section of FAS: WoW is framed by self-authored, true-to-life short stories from actual State University of New York (SUNY) students, employees, and alumni. The advice they share includes a variety of techniques to help you cope with the demands of college. The lessons learned are meant to enlarge your awareness of self with respect to your academic and personal goals and assist you to gain the necessary skills to succeed in college.

Table of Contents:

Part One: YOUR Solid Foundation

The Student Experience by Kristen Mruk

Practice, Practice, Practice by Dr. Kristine Duffy

Why So Many Questions? by Fatima Rodriguez Johnson

These Are the Best Years of Your Life by Sara Vacin

With a Little Help from My Friends by Paulo Fernandes

Part Two: YOU Are the President and CEO of YOU

Can You Listen to Yourself? by Yuki Sasao
Failure Is Not an Option by Nathan Wallace

Thinking Critically and Creatively by Dr. Andrew Robert Baker

Time Is on Your Side by Christopher L. Hockey

What Do You Enjoy Studying? by Dr. Patricia Munsch

Part Three: The Future YOU

Fighting for My Future Now by Amie Bernstein

Something Was Different by Jacqueline Tiermini

Transferrable by Vicki L. Brown

It’s Like Online Dating by Jackie Vetrano

Learn What You Don’t Want by Jamie Edwards

This video lesson is an example of ''teaching for understanding'' in lieu of providing students with formulas for determining the height of a dropped (or projected) object at any time during its fall. The concept presented here of creating a chart to organize and analyze data collected in a simple experiment is broadly useful. During the classroom breaks in this video, students will enjoy timing objects in free fall and balls rolling down ramps as a way of learning how to carefully conduct experiments and analyze the results. The beauty of this lesson is the simplicity of using only the time it takes for an object dropped from a measured height to strike the ground. There are no math prerequisites for this lesson and no needed supplies, other than a blackboard and chalk. It can be completed in one 50-60-minute classroom period.

This lesson focuses on the biggest problem faced by any young programmer - i.e. the LOGIC BUILDING required while solving a particular problem. With programming, the solution to a particular problem lies in the head, but one is unable to convert it into a computer program. This is because the thought processes of a human are much faster than the sense of observation. If this thought process could be slowed down, logic to solve a programming problem could be found very easily. This lesson focuses on converting this psychological thought process in a step-by -step logic fashion that a computer program can understand. This lesson is recorded in a kitchen where the basic programming concepts are taught by giving examples from the process of making a mango milk shake. This lesson teaches the 4 following techniques: 1) Swapping two variables by swapping a glass of milk with a glass of crushed ice; 2) Finding max from an array by finding the biggest mango; 3) Sorting an array by arranging the jars; and 4) Understanding the concept of a function, parameters and return type by comparing it with the blender/juicer. The lesson targets those students who know the syntax of programming in any language (C or GWBASIC preferred), but are unable to build the logic for a program. It can be taught in a class of 45 to 50 minutes.

This lesson is also available in Mandarin Chinese.