This short video and interactive assessment activity is designed to teach second graders about addition: selecting the correct sentence.

This video and accompanying interactive assessment practice was designed to teach completing the subtraction sequence to first graders.

This art history video discusses the Damien Hirst sculpture, "The Physical Impossibility of Death in the Mind of Someone Living," and issues of interpretation.

This art history video discusses the Historiated capitals from the crossing of the Church of Sant Miquel of the castle of Camarasa (Noguera), early 13th century, stone, 77 x 1.65 x 77.5 cm (Museu Nacional d'Art de Catalunya, Palau Nacional, Barcelona).

This art history video discusses Hannah Hoch's "Cut with the Kitchen Knife Dada Through the Last Weimar Beer-Belly Cultural Epoch of Germany", collage, mixed media, 1919-1920.

This art history video discusses Hans Holbein the Younger's "Christina of Denmark", Duchess of Milan, 1538, oil on oak, 179.1 x 82.6 cm (The National Gallery, London).

This art history video discusses Hans Holbein the Younger's "The Ambassadors", 1533, oil on oak, 207 x 209.5 cm (The National Gallery, London).

This art history video discusses Hans Holbein the Younger's "The Merchant Georg Gisze", 1532, oil on oak, 97.5 x 86.2 cm (Gemaldegalerie, Staatliche Museen zu Berlin).

Learn how a cow eats and digests food in this video segment from Nature.

This art history video discussion looks at the "Holy Thorn Reliquary" (made in Paris for Jean, Duc de Berry), c. 1390s, gold, enamel, ruby, pearl, sapphire, and rock crystal, 30 x 14.2 x 6.8 cm (British Museum, London).

This art history video discussion looks at Winslow Homer's "The Fog Warning (Halibut Fishing)", 1885, oil on canvas, 30-1/4 x 48-1/2 inches / 76.83 x 123.19 cm (Museum of Fine Arts, Boston).

This art history video discussion looks at Winslow Homer's "The Life Line", 1884, oil on canvas, 28-5/8 x 44-3/4 inches / 72.7 x 113.7 cm (Philadelphia Museum of Art).

This video segment, adapted from NOVA, explores reasons why Homo sapiens had an advantage over Neanderthals in the pursuit of territory and natural resources.

This art history video discussion looks at Edward Hopper's "Nighthawks", 1942, oil on canvas, 84.1 x 152.4 cm / 33-1/8 x 60 inches (The Art Institute of Chicago).

In this video from Outdoor Nevada, learn about the habitat, diet, and defense mechanisms of horned lizards.

This art history video discussion looks at a "House Altar" depicting Akhenaten, Nefertiti and Three of their Daughters, limestone, New Kingdom, Amarna period, 18th dynasty, c.1350 BCE (Agyptisches Museum/Neues Museum, Staatliche Museen zu Berlin).

The unit “mole” is used in chemistry as a counting unit for measuring the amount of something. One mole of something has 6.02×1023 units of that thing. The magnitude of the number 6.02×1023 is challenging to imagine. The goal of this lesson is for students to understand just how many particles Avogadro's Number truly represents, or, how big is a mole. This lesson is meant for students currently enrolled in a first or second year chemistry course. This lesson is designed to be completed within one approximately 1 hour class; however, completion of optional activities 4 and 5 may require a longer class period or part of a second class period. This lesson requires only pencil and paper, as the activities suggested in this video place an emphasis on helping students develop their “back of the envelope” estimation skills. In fact, calculators and other measuring devices are explicitly discouraged. However, students may require additional supplies (poster board, colored pencils, markers, crayons, etc.) for the final optional/assessment activity, which involves creating a poster to demonstrate the size of a mole of their favorite macroscopic object.

This video is the second lesson in the How Cold Is Cold? BLOSSOMS series and examines the properties of materials under low temperature conditions. The video consists of a series of fascinating demonstrations with liquid nitrogen, which boils at 77K (-196 C -321 F). These demonstrations include the following: What goes up, may not come down; Is that supposed to be cold? - thermal insulation; Some properties of liquid nitrogen; Making ice cream - the slow way and the fast way; Try not to explode: expansion of liquid nitrogen and the ideal gas law; Making the air cold: phase changes and the affect on volume; No frozen fingers: the changes in mechanical properties; Resistivity at 77K; The magic magnet: the Meissner Effect; Cautions in using liquid nitrogen

This video lesson is part of a two-part series and introduces the concept of temperature. Temperature can be a challenging concept to convey since our perception is tied to words that are relative to our own experience, which varies quite a lot. A short activity to be performed in the classroom shows the need for a temperature scale since qualitative descriptions are not adequate. Temperatures that vary from the hottest to coldest recorded temperatures on earth are shown in advance of introducing the boiling temperatures of a number of cryogenic liquids.

The aim of this lesson is to introduce the concepts of heat and temperature, which many students find confusing. During the lesson, students will be asked to explore and discuss situations where even though the same amount of heat is absorbed by several substances, the increase in temperature of the substances is different. This video lesson presents a series of stories relating to heat and temperature, beginning with a visit to a factory where gamat oil is produced. In the video, a man dips his finger into boiling gamat oil yet feels no pain. The scene will draw students’ attention and raise their curiosity about how this is possible. Students will also carry out several experiments to compare and relate the situations where the same amount of heat absorbed by substances will result in different temperatures. By the end of this lesson, students will understand the term “specific heat capacity” and will recognize the difference between a high or low specific heat capacity. They will also understand the term “thermal diffusivity” and how this relates to the topic of the lesson. This lesson offers some authentic learning experiences where students will have the opportunity to relate the concept of heat and temperature to everyday situations. It will take about 50 minutes to complete - however, you may want to divide the lesson into two classes if the activities require more time.