71 results
High school science dbqs for Microsoft Word
DBQ - America enters WWI
Students will analyze 9 documents to answer the question: Should America have ended neutrality and entered WWI? Documents support both sides and there are guiding questions for each document. Also, you can tailor the amount of scaffolding. You can just use the question and the documents or students can use the planning page on the page to help break down and categorize the documents into the two sides.
Subjects:
Grades:
6th - 10th
Types:
Creating a Climate Change Model
This assignment asks students to read, highlight and annotate passages about the greenhouse effect, the albedo effect, and human impact on the climate. As they read, students add information to their model. Once their draft model is completed, they will transfer it to a poster board. NGSS HS-LS2-7.Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.HS-ESS3-5. Analyze geoscience data and the results from global climate models
Subjects:
Grades:
8th - 12th
Honors Earth Science articles with questions and answers
This is a collection of 12 articles intended for high-schoolers, that have accompanying questions and answers to have students review the articles closely. The articles come from scientific american, MIT, and other sources.The articles correlate to North Carolina state standards. Adding these articles improves the rigor of an Honor's level class although they can also be used to supplement any earth science or environmental class.
Subjects:
Grades:
8th - 12th
Types:
Vietnam War Agent Orange Primary Source Quote Activity (TEKS Based)
Primary source analysis activity based on a quote about Agent Orange from a Vietnam Veteran in 2018. The activity also requires students to research the recent lawsuit involving the manufactures of Round Up.
Subjects:
Grades:
10th - 12th
Types:
Chemical Bonding: Soap and Social Justice Discussion
Use this discussion as part of your chemical bonding unit to your culturally responsive classroom. Have students consider the usefulness of soap and the consequences of not having access to it. Students will consider the question: "should soap be considered a basic human right?" Throughout the unit and use their knowledge of chemical bonding to provide evidence for their response. They will ultimately make soap to see the process and chemistry behind it.
Subjects:
Grades:
9th - 12th
Types:
Also included in: Chemical Bonding: Soap and Social Justice Unit
Argumentative Essay: Globalization
Argumentative Essay: Has globalization of the world economy created a better world, or has it made the world a more dangerous place?Essay background, prompt and guidelines provided.Document sources on information include;3 all text documents1 photograph with short text document2 charts1 political cartoonCan be used in an array of humanities courses.
Grades:
9th - 12th, Higher Education
Types:
GMOs Benefits and Drawbacks- DBQ
This DBQ can be used in any science course, but it is most appropriate for Biology, Environmental Science, Life Science, or Current Topics in Science course. It provides students with six document for them to analyze in order to generate an argument for whether to support GMOs or not.
Subjects:
Grades:
7th - 12th
Print and GO: Slime Molds (Zimmerman) Reading and Questions
This supplemental assignment is an introduction into a slime mold predation lab. It is aligned to the NGSS SEP: Obtaining, Evaluating and Communicating Information. Students have background information on the author and content context before reading the approximately 2 page article. There are 15 questions based on the reading; answers are italicized and should be removed before printing. There are 15 questions aligned to the reading and an extension question to further student engagement.
Subjects:
Grades:
9th - 12th
Case Study: Environmental Effects of Aral Sea (Topic 5.10)
Case study about the causes and consequences of the agricultural practices which led to shrinking Aral Sea. It best matches Topics 5.10 in AP Human Geography Course-Exam Description as of 2020 (Consequences of Agricultural Practices), available also in a bundle.Document-Based Questions activity to improve students' ability to connect the content knowledge with the skills needed to pass AP Human Geography Exam. The case study includes Free Response Questions with the task verbs as indicated in Co
Subjects:
Grades:
9th - 12th
Types:
Also included in: Unit 5 AP Human Geography Bundle (Agriculture and Rural Land Use)
DBQ- Have Humans Reached Their Carrying Capacity- An Analysis
This is a DBQ (document-based question) project that allows students to examine a series of sources to determine if humans, a unique biological population, has reached its carrying capacity. This can be used in biology, environmental science, or any other science course where data and document analysis are integral. This is editable so you can add and change as many documents as you need to in order to support the needs of your students.
Science Literacy: Has Earth Reached its Carrying Capacity?
Students often fail to make the connection between the science they learn in the classroom, and how it is be applied in the real world. This "Article of the Week" series follows Dave Stuarts's format and is designed to bridge that gap using real articles from reliable sources.The assignment asks students to perform a close reading, annotations, and to use evidence from the article to support a claim. It also asks students to reflect - giving them a chance to interject their own thoughts and opin
Subjects:
Grades:
9th - 12th
Also included in: Ecology, Populations and Biodiversity Bundle
Case Study: Sustainable Cities in USA (Topic 6.8 & 6.11)
Case study about the selected sustainable cities in USA (Milwaukee and Minneapolis), effects of New Urbanism and green policies. It best matches Topics 6.8 and 6.11 in AP Human Geography Course-Exam Description as of 2020 (Urban sustainability and Challenges of Urban Sustainability), available also in a bundle.Document-Based Questions activity to improve students' ability to connect the content knowledge with the skills needed to pass AP Human Geography Exam. The case study includes Free Respons
Grades:
9th - 12th
Types:
Also included in: Unit 6 AP Human Geography Bundle (Cities and Urban Land Use)
Should We Bring Back Extinct Species?
This DBQ allows students to research topics in order to answer the question of whether we should bring back extinct species. It combines the topics of genetics, evolution, ecology, and ethics during the exploration.
Subjects:
Grades:
9th - 12th
Types:
AP Environmental Science Unit 1- The Living World: Review Packet
This lesson will allow students to engage in all of the topics for AP Environmental Science Unit 1 (as outlined by the College Board in the 2019 curriculum update). This activity can be used as a review at the end of the unit, as a webquest to have students learn on their own, or as a virtual lesson by putting the resources the students need right in their online learning platform. The stations all include some of the following skills as they learn the content: models to examine, calculations to
Subjects:
Grades:
9th - 12th
How Green is the Green Revolution?
This DBQ covers many of the topics of the agriculture and land use unit in environmental science and AP Environmental. It can be used in place of lectures and notes to introduce students to the agricultural practices and how they impact the environment and society.
Subjects:
Grades:
9th - 12th
Science Literacy: Can Eating Less Meat Reduce Climate Change?
Students often fail to make the connection between the science they learn in the classroom, and how it is be applied in the real world. This "Article of the Week" series follows Dave Stuarts's format and is designed to bridge that gap using real articles from reliable sources.The assignment asks students to perform a close reading, annotations, and to use evidence from the article to support a claim. It also asks students to reflect - giving them a chance to interject their own thoughts and opin
Subjects:
Grades:
8th - 12th
Also included in: Ecology, Populations and Biodiversity Bundle
Nonrenewable Energy Student Activities for Environmental Science
This collection of activities helps students understand all of the content regarding nonrenewable energy for an environmental science course. It also aligns with AP Environmental Science Unit 6. Students read and analyze documents, videos, diagrams, and other content to determine the uses, pros, and cons of each nonrenewable energy source. Graphic organizers and practice math problems are included to facilitate the students' learning. This set of activities can replace the traditional lecture s
Subjects:
Grades:
9th - 12th
Types:
NGSS:
HS-ESS3-2
Causes of Climate Change DBQ
This DBQ has students analyze documents in order to assess if the changes to climate and the current trends can be completely attributed to natural causes or if human activity is playing a role.
Subjects:
Grades:
9th - 12th
Types:
Common Core Graphic Organizers
This is a collection of 14 graphic organizers that aligned to the common core literacy standards for secondary students in both middle and upper grades. These graphic organizers can be paired virtually any primary source, non-fiction selection, etc. and enhance both student understanding and critical thinking. Some have modifications included for group activites as well. These are all editable so that they can be shaped to fit your specific needs! I have been using these for two years and I
Grades:
7th - 12th
RECEPTOR TYROSINE KINASE DATA BASED QUESTION SET with key - AP Biology
Data based reading and question set using primary research to explore the role of receptor tyrosine kinases in cancer
Subjects:
Grades:
11th - 12th
Types:
DBQ - Mitosis Meiosis
DBQs allow students to think deeply about a topic and assess how well they understand their knowledge. Students must analyze a reading passage or graph and interpret the results based on their knowledge of biology.
Stem Cells DBQ: Uses, Benefits, and Drawbacks of Stem Cells
This DBQ (document based question) allows students to research the pros and cons of adult and embryonic stem cells to write an essay as a final product. The resource contains multiple sources that are in support of, against, or neutral on the usage of embryonic stem cells in comparison to adult stem cells for medical research. There is an included rubric for scoring the DBQ. The students will write a five paragraph essay defending their thesis as a final product.
Subjects:
Grades:
9th - 12th
Protein Synthesis Application Based Questions
This classroom or homework assignment is an excellent culminating activity for a unit of study that includes protein synthesis. The questions provided are original and geared toward advanced Biology students. I have also included a triplet codon chart and several web-links which reinforce the content. This activity is particularly relevant for Advanced Placement (AP) and International Baccalaureate (IB) Biology classes although any advanced Biology student would benefit.
Grades:
11th - 12th
Types:
Mendel vs Non-Mendelian Genetics DBQ
This DBQ allows students to analyze a series of documents in order to explore genetics and answer the question as to which area of genetics best explains heredity patterns.
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Importance of learning science
Learning science is particularly important for students as it equips them with the essential knowledge and skills to make sense of the world around them. Science education is not just about memorizing facts. It fosters critical thinking, inquiry, and problem-solving abilities. These skills are not only useful in school but also in everyday life beyond the classroom.
Benefits of learning science
Learning science offers many benefits to students both in school and beyond. In fact, it helps students:
- Question the world around them and seek evidence-based explanations
- Cultivate their ability to observe, experiment, and analyze data
- Nurture a sense of curiosity, awe, and wonder about the natural world
- Understand natural phenomena and the laws that govern the universe
With a solid foundation in science, teachers can help empower students to think critically, solve problems, make informed decisions, and engage with the world around them in meaningful ways.
Teaching with science resources
One of the best parts about science class is all of the possibilities for hands-on, collaborative learning! Think: labs, experiments, inquiry-based activities, and design challenges. These activities encourage students to explore scientific concepts by observing, asking questions, and conducting investigations. Additionally, with small group centers, students can engage in group experiments, discussions, and projects that require them to collaborate, share ideas, and solve problems together.
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