Eric Muhlenkamp

3 Part Discovery Lab (Part A- Wine Glasses B- Glass Bottles C- Musical Straw) Inquiry-based approach to teaching students how different objects naturally have different frequencies (resonant frequencies).My students loved being able to "explore" sound instead of just practicing wave vocab over and over. This lab focuses on how all sounds are produced by vibrations, how high pitched sounds are caused by fast vibrations ( and vice-versa) and how high pitched sounds are represented by high freque

This 8-flap foldable is already filled out and ready for coloring and study One side focuses on the Nitrogen Cycle and the other side focuses on the Carbon Cycle The foldable compares 4 aspects of each cycle and looks at their similarities in: 1. How (carbon/nitrogen) is captured from the air 2. How (carbon/nitrogen) is obtained by animals 3. The role of bacteria in each cycle 4. Carbon and nitrogen's importance to life The back page includes a miniature diagram of each cycle NOTE: when pri

This colorable flipbook/ study-guide compares and contrasts the cellular processes of mitosis and meiosis. The flaps focus on "Who does this", "Goal of the Process", "What is created at the end" and has detailed drawings of the processes on the back. Students can color in the drawings or just assemble as a comprehensive study guide. Fold on the dotted lines, cut down the center and staple at the top and you are good to go!

An inquiry-based approach to teaching students about 1.) transverse and longitudinal waves, 2.) wave vocabulary (such as wavelength, amplitude and frequency) and 3.) how sounds are changed when you alter sound waves.

14 stations to either prepare your students for a foundation in understanding chemistry or review chemistry topics from the year. The 14 stations include:-The Parts of the Atom -How to Read Element Tiles -The Basics of Bonding -Elemental Families (4) -Intro to the Periodic Table -The Law of Conservation of Mass -Valence Electrons -Physical and Chemical Changes -Metals, Nonmetals, Metalloids (3) Each station has 4 to 8 questions with diagrams and reading so these stations can be used prior to t

10 problem handout with real-life thermal energy transfer scenarios. Big idea is that thermal energy always transfers from the warmer object to the cooler object. Can be used as a station, pre-assessment, formative assessment or homework.

A step by step powerpoint that walks students through the procedure behind balancing equations in chemistry. 5 different balancing problems are included with varying complexity. 5 step process guides students through any problem- challenging or easy. Tips on what students should be thinking about at each step are included on each slide along with arrows and circles highlighting the changes being made to each side of the equation. Notes beneath each slide tells students what step is being done.

In this 8-station lab activity, students place beans (which represent sunlight and water) on "Biome Placemats" in order to support the diversity of life that exists in each biome. Each station gets a specific number of beans, which represent the limited amount of sunlight and rainfall that each biome receives. The learning objective is for students to experience through inquiry that more abiotic factors (sunlight and rainfall beans) are able to support more diversity of life (increase biodivers

This group-based, tide-modeling activity is a great visual that helped Spring and Neap tides click with my students. Idea: Arrows demonstrate "gravity forces" coming from the sun and the moon. When two arrows line up, the gravity is stronger and students can see how more gravity forces create the higher tides that we classify as spring tides. When two arrows oppose each other, the gravity is weaker and students can see how less gravity forces create the lower tides that we classify as neap tide

This 4-tab foldable examines the following concepts as it relates to cellular respiration and photosynthesis: - What do their names mean? -What are the reactants in each process? -What are the products in each process? -Where does the process happen? Comparing and contrasting concepts is a great way to solidify knowledge and differentiate between ideas. Your students can color the black and white drawings and outlines as they study these interesting concepts! Assembly guidelines: Print front and

This is a 20-card, uno-like card game that involves students role- playing as different parts of a forest ecosystem. Just like how there is a particular order in which cards can be laid in uno, in this game, there are restrictions on which cards can be laid in order to continue the game. The game begins with the sun and water and nutrient cards. Before plants can colonize the ecosystem, the sun, nutrients AND water cards must be laid first. Before animals can colonize the ecosystem, plants m

3-4 Complete Days of Eclipse Activities! Day 1: Activity 1: Fill in the blank vocabulary includes the following terms of focus for the unit: -Solar Eclipses -Lunar Eclipses - Umbra -Penumbra -Partial Eclipse -Total Eclipse -New Moon -Full Moon -SEEMS (order acronym) -LEMES (order acronym) Activity 2: 14 task cards to practice the vocabulary Activity 3: "How Often Do Eclipses Occur" Inquiry Math Activity (Day 1 Can Be Broken Into 2 Days) Day 2: Activity 4: 4 Eclipse St

A "lift the flap" type of fold-able for guided study and review of the properties of Non-Metals, Metals and Metalloids. This Foldable covers: - Their location on the periodic table -Their state at room temperature -Their appearance -The similarities and differences that metalloids share with both metals and non-metals 2 pages. Print it out double-sided, fold on the dotted line, cut, staple and this fold-able is ready to color and review.

This 4 day lab (set up on day one and 3-4 days of 5 minute "check ups") is a great visual to demonstrate osmosis to your students. Students are given a wilted carrot or celery piece and they record its mass on day one. They choose what type of solution (I gave them varying concentrations of salt solutions to pick from) in order to "revive it". Students record mass on each subsequent day to hopefully notice a mass increase from water going back into the cells of the celery or carrot piece. You c