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Students will define invasive species and discuss how certain species affect ecosystems and human society. Then, students will research invasive species in their region and devise an invasiveness rating scale.

Students will investigate animals that regenerate, discuss how energy plays a role in the process and think about why scientists might be interested in studying animal regeneration. Students will use what they’ve learned to write a script and narrate a Science News video of regenerating sea slugs.

Students will think about how communities connect on local and global scales through the lens of COVID-19 vaccine distribution and consider why global collaboration in STEM is crucial for solving some large-scale issues.

Students will explore advances in neurotechnology by making connections between examples they’ve seen in popular culture and what is currently possible. Students will then think critically about positive and negative effects of advancements in this area of science.

Students will explore and analyze various approaches some universities have taken to manage the COVID-19 pandemic on their campuses before comparing the strategies to those used at their own school.

Students will discuss how graphs and quantitative analogies are useful for interpreting and understanding data. Then, students will analyze and compare how effective each strategy is at communicating a scientific claim. As an extension, students may propose an alternative method of displaying or explaining given data.

Students will discuss the classical definitions of chemical bonds and determine how to adjust those definitions based on new research. Then, students will talk about the best strategies for assessing general chemistry concepts and exceptions to those generalizations.

Students will discuss the development of the theory of plate tectonics to determine how scientific theories are created.

Students will review a timeline of major events related to the COVID-19 pandemic and discuss lingering questions about the pandemic. With a partner, students will reflect on how the pandemic has affected their life and what changes the near future may bring.

Students will discuss how a scientific argument uses evidence and reasoning to support a claim. Then, students will compare that process with their own experience of constructing a personal argument.

Students will learn about the effects of habitat fragmentation on a critically endangered species, explore scientists’ process for designing and engineering a solution to the problem, and discuss the importance of conservation.

Students will explore how the ocean environment changes with depth and how various organisms’ physical traits allow the organisms to thrive at different depths. Students then will discuss the benefits and limitations of the ocean zone model.