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This site contains a wealth of resources for health teachers, physical education teachers, and other health related professionals.

Features lessons in science, biology, anatomy, physics and more.  Listed as one of the ten YouTube EDU Gurus.

The overall theme of this teacher-tested unit is using maps to understand borders and their impacts in Europe. The materials will help your middle school students to use maps to think about how borders intersect physical and human geographical features, and how those intersections can lead to cooperation and/or conflict. The educator resources provided in the unit include maps, multimedia, and case studies that will enable students to develop skills in map analysis and apply that analysis to specific situations. Other parts of the unit will invite you and your students to explore similar cases in Europe and your own community.

One of the most intelligent man on earth.

A good collection of biology, chemistry and physics videos for GCSE level students. http://ictmagic.wikispaces.com/Science

I've recently read some articles on how physical exercise helps students learn, and thought I'd put together a related "The Best…" list. However, I only have a few resources now, and I'm sure there are plenty others out there. I'm hoping readers will contribute more (I, of course, will give you credit for ones I add to this list).

An amazing set of interactive biology, chemistry and physics activities, animations and virtual experiments. A free sign up is required. http://ictmagic.wikispaces.com/Science

Fun jumping off place for combining worlds via a discussion of magnetic fingernail polish. Students could test and explore ways to get different patterns to develop in the polish.

Up to $4,000 per year is available to any qualifying K-12 school enrolled in Fuel Up to Play 60. The competitive, nationwide funding program can help your school jumpstart and sustain healthy nutrition and physical activity improvements.

Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people's self-esteem can seriously backfire. When we tell children, "You're so smart," we communicate the message that they'd better not take risks or make mistakes, lest they reveal that they're not so smart after all. Dweck calls this cautious attitude the "fixed mindset," and she's found that it's associated with greater anxiety and reduced achievement. Students with a "growth mindset," on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They're more resilient in the face of setbacks, and they do better academically. Now Dweck has designed a program, called Brainology, which aims to help students develop a growth mindset. Its website explains: "Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. Brainology shows students that they are in control of their brain and its development." That's a crucial message to pass on to children, and it's not just empty words of encouragement-it's supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can learn to be smarter.

A visual exploration of how the place of physical education at the university has changed over the past two hundred years. What does taking the bird's eye view allow us to see? Is anything to be gained by treating a football stadium as the subject of poetry?  Let me know what you think. (Tip of the hat to Wallace Stevens for the form.)

Davidson (formerly a vice provost at Duke and now codirector of the HASTAC/MacArthur Foundation Digital and Media Learning Competitions) argues our current assessment methods are conditioned by the needs and values of the industrial revolution. Teachers grade students the same way the USDA grades beef. Asks how we might overcome "attention blindness" to gain broader perspective on mental and physical surroundings.

"The lack of interest in math or natural sciences is one of the most frequently voiced causes for concern in the debate surrounding education, at least in Germany. It has been seen time and again that pupils lose their enthusiasm for physics, chemistry and math once they reach eighth or ninth grade. But is this inevitable? And if not, how can teachers steer a different course?"

"Essentially, digital (and physical) mind mapping allows students to view the entire forest instead of a single tree. As they create a mind map, they capture the wider ecosystem of information by visually connecting short keywords and phrases rather than writing complete sentences. Upon later review-for retention, exam preparation or papers-the mind map is like a CD. You jump right to the information that interests you. In contrast, linear notes are like audio tapes-you waste time wading line by line through the content in hopes of getting to what you want. This more efficient use of space (and time) lets students see how normally unconnected ideas might fit together. Thus, the mind maps doubles as a store of information and an engine of creativity. Using it in the classroom and even giving mind mapping assignments forces students to break the linearity of their earlier education."