It is very dangerous to look directly at the Sun, even briefly. In this craft activity, you will create a safe viewer so you can look at the Sun without damaging your eyes.

Basic principles of learning are always operating and always influencing human behavior. This module discusses the two most fundamental forms of learning -- classical (Pavlovian) and instrumental (operant) conditioning. Through them, we respectively learn to associate 1) stimuli in the environment, or 2) our own behaviors, with significant events, such as rewards and punishments. The two types of learning have been intensively studied because they have powerful effects on behavior, and because they provide methods that allow scientists to analyze learning processes rigorously. This module describes some of the most important things you need to know about classical and instrumental conditioning, and it illustrates some of the many ways they help us understand normal and disordered behavior in humans. The module concludes by introducing the concept of observational learning, which is a form of learning that is largely distinct from classical and operant conditioning.

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.

Learning Goals/Outcomes/Objectives:
Observable features of the student performance by the end of the grade: 1). Obtaining information: Students use books and other reliable media to gather information about: i. Climates in different regions of the world (e.g., equatorial, polar, coastal, mid-continental). ii. Variations in climates within different regions of the world (e.g., variations could include an area’s average temperatures and precipitation during various months over several years or an area’s average rainfall and temperatures during the rainy season over several years). 2 Evaluating information a Student's combine obtained information to provide evidence about the climate pattern in a region that can be used to make predictions about typical weather conditions in that region. 3 Communicating information a Students use the information they obtained and combined to describe*: i. Climates in different regions of the world. ii. Examples of how patterns in climate could be used to predict typical weather conditions. iii. That climate can vary over years in different regions of the world.

Student teams act as engineers and learn about systems thinking and scale by reassembling the separated pages of the engaging picture book, “Zoom,” by Istvan Banyai. The book is a series of 31 wordless pictures that start very close-up and then zoom out—from a rooster’s comb to outer space. Like a movie camera, each subsequent page pulls back to reveal the context of the previous scene as something different than what you originally thought. When the 31 un-numbered pages are jumbled, it is a surprising challenge for teams to figure out how the pictures connect. The task prompts students to pause and look closer so as to adjust to new points of view and problem solve to find a logical sequence. It requires them to step back and take a broader view. Students learn that engineers work together as teams and look at things very closely so that they see different things and come up with more than one solution when problem solving. To conclude, students go outside and practice their skills by imagining and then drawing their own Zoom-like small booklet stories inspired by items found in nature. The classic duck/rabbit ambiguous drawing is provided as a kickoff visual aid.