This short video and interactive assessment activity is designed to teach fifth …
This short video and interactive assessment activity is designed to teach fifth graders about adding and subtracting with parentheses - missing number.
In this lesson, students will obtain and evaluate information on wetland system …
In this lesson, students will obtain and evaluate information on wetland system components in order to communicate patterns in wetland system components.
In this lesson, students will communicate information about their local watershed systems …
In this lesson, students will communicate information about their local watershed systems and how they function to move water through areas to different bodies of water.
In this lesson, students will create an article that uses evidence from …
In this lesson, students will create an article that uses evidence from the data they have analyzed throughout this program to design solutions that address what is happening to the lake.
This is a lesson plan can be used to add technology to …
This is a lesson plan can be used to add technology to your classroom. Students will creae an Narrative autobiography in both a media form and a 5 paragraph essay.
This is a sixth-grade student science experience tied to SEEd standard 6.1.1. …
This is a sixth-grade student science experience tied to SEEd standard 6.1.1. In this experience students explore why the Moon looks different throughout the month. These experiences were designed to support students in engaging in science investigations with siblings and/or parents at home and then report back about what was discovered. They were created in a way that is easily adaptable for both online and printed formats. They are formatted to help students wonder about and investigate the science phenomena happening in the world around them. These experiences do not describe how students should write up and return work to their teacher. It is up to each teacher to adapt them to best meet student needs. When individualized by the teacher, a student could be asked to engage in one or more of these experiences a week and report back. This format aligns closely to the vision and expectation of the SEEd standards.
This is a sixth-grade student science experience tied to SEEd standard 6.2.2. …
This is a sixth-grade student science experience tied to SEEd standard 6.2.2. In this experience students investigate the effects of heat energy on density of matter. These experiences were designed to support students in engaging in science investigations with siblings and/or parents at home and then report back about what was discovered. They were created in a way that is easily adaptable for both online and printed formats. They are formatted to help students wonder about and investigate the science phenomena happening in the world around them. These experiences do not describe how students should write up and return work to their teacher. It is up to each teacher to adapt them to best meet student needs. When individualized by the teacher, a student could be asked to engage in one or more of these experiences a week and report back. This format aligns closely to the vision and expectation of the SEEd standards.
This is a sixth-grade student science experience tied to SEEd standard 6.2.2. …
This is a sixth-grade student science experience tied to SEEd standard 6.2.2. In this experience students investigate the effects of heat energy on phase changes in matter. These experiences were designed to support students in engaging in science investigations with siblings and/or parents at home and then report back about what was discovered. They were created in a way that is easily adaptable for both online and printed formats. They are formatted to help students wonder about and investigate the science phenomena happening in the world around them. These experiences do not describe how students should write up and return work to their teacher. It is up to each teacher to adapt them to best meet student needs. When individualized by the teacher, a student could be asked to engage in one or more of these experiences a week and report back. This format aligns closely to the vision and expectation of the SEEd standards.
This is a sixth-grade student science experience tied to SEEd standard 6.2.4. …
This is a sixth-grade student science experience tied to SEEd standard 6.2.4. In this experience students explore ice melting on different surfaces as a way to make sense of insulators and conductors. These experiences were designed to support students in engaging in science investigations with siblings and/or parents at home and then report back about what was discovered. They were created in a way that is easily adaptable for both online and printed formats. They are formatted to help students wonder about and investigate the science phenomena happening in the world around them. These experiences do not describe how students should write up and return work to their teacher. It is up to each teacher to adapt them to best meet student needs. When individualized by the teacher, a student could be asked to engage in one or more of these experiences a week and report back. This format aligns closely to the vision and expectation of the SEEd standards.
Unit Summary This unit on thermal energy transfer begins with students testing …
Unit Summary This unit on thermal energy transfer begins with students testing whether a new plastic cup sold by a store keeps a drink colder for longer compared to the regular plastic cup that comes free with the drink. Students find that the drink in the regular cup warms up more than the drink in the special cup. This prompts students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that might explain why one drink warms up more than the other. Students investigate the different cup features they conjecture are important to explaining the phenomenon, starting with the lid. They model how matter can enter or exit the cup via evaporation However, they find that in a completely closed system, the liquid inside the cup still changes temperature. This motivates the need to trace the transfer of energy into the drink as it warms up. Through a series of lab investigations and simulations, students find that there are two ways to transfer energy into the drink: (1) the absorption of light and (2) thermal energy from the warmer air around the drink. They are then challenged to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints. This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence: MS-PS1-4*, MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-PS4-2*, MS-ETS1-4. The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.
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