5th grade students work together in teams to create an ecosystem to support Pacific Northwest pollinators.
Third Grade science unit about inherited traits with a focus on birds.
In this 1-2 week engineering design lesson, students will design and build water filters out of natural materials to simulate a filter system (bioswales) that cleans storm-water runoff before it soaks into the ground or enters a city’s storm-drain system. Their ultimate goal is to determine the combination and sequence of materials that best clean polluted water. Using materials easily found in pet stores and garden centers, students use the scientific method, students design to test and retest their designs and record, display and analyze their results.
8th grade student will apply Newton’s Laws to design, test and evaluate materials to create the most protective helmet for an activity of their choice. Students will use force sensors and Vernier software to analyze the force reduction for their helmets. The culmination of this project is for students to write and present a sales pitch to promote their helmet to their peers at an annual "conference."
4th grade physical science unit focusing on waves and transference of energy.
Water is a limited resource that we use over and over again. The idea is to teach the science behind the water cycle, where water comes from and is located on the Earth. After research and developing and understanding of conservation students will create a water tower that will collect and store rainwater. Students will also create a Public Service Announcement (PSA) on water conservation.
You are preparing your family’s emergency kits in case there is a need to leave your home quickly, or stay in your home without electricity or water. You need to be able to create an emergency supply kit that includes a lightweight water filtration device that is low cost. This will provide you with clean water regardless of your water source.
In this project, you will gain knowledge of natural disaster preparedness through the Red Cross Pillowcase project. You will research and experiment with the water cycle to learn how water is naturally filtered. You will then design and build a water filtration device that could filter water in an emergency situation.
Students will explore properties of sound and sound waves, experiment with building models of various musical instruments, then design and build a playable musical instrument of their choosing.
This Super Lesson utilizes Project Based Learning to assist learners with designing, building, and testing flying contraptions as an introduction to Engineering. The goal of this project is to engage students in collaborative team work and to introduce students to the Science and Engineering Practices: Asking Questions and Defining Problems, Planning and Carrying Out Investigations, and Constructing Explanations and Designing Solutions.
We have offered this Super Lesson as an 8-week elective course, developing and strengthening student interest in applied Math and Science topics. It could also be offered within upper elementary or middle school Science and Math courses. In addition, each week’s topic could be used as a stand alone mini-lesson if time is limited. We have worked to include multiple options within this unit to make it accessible to both general education and special education programs, including recommendations for modifications and extensions.
An engineering and design lesson for middle school (our 7th grade standards).
In the aftermath of a natural disaster, can you engineer a device that will keep medicine within a 40-60°F range using natural resources from the biome you live in, and/or debris created by the disaster for three days, until the Red Cross can arrive?
You are a team of relief workers in __________________after a major earthquake/tsunami has occurred. Your team lead as just told you about a young women with diabetes has been injured and needs insulin to be delivered __________ miles away (no open roads). Your team will need to research, design, and build a portable device to keep the insulin between _____ and ______ °(F/C) for _____ days. Once you return you will present the effectiveness of your device to your lead and a team other relief workers showing your both your design/device and explaining the process.
Studying the Fibonacci Sequence is our entry point for studying Heredity: Inheritance and variation of traits.
Using an Arduino microprocessor, students will build an automated fish food feeder so fish can be fed when no one is at school?
This project involves learning how to do simple wiring of an LED, a buzzer, and a servo (motor) to a simple-to-use Arduino microprocessor.
This project will be focused on designing, constructing and evaluating different containers to determine the optimal design for heat retention. After students have constructed their designs and collected and shared data, students will evaluate the class data to create an optimal design for our culminating event: warming ooey, gooey chocolate chip cookies to perfection! Through this activity, students will learn about energy transfer, engineering design process, data collection, graphing, rate of change, optimization, surface area and proportions. The students will test the effectiveness of their design using Vernier Probes to gather quantitative data and graphing the rate of temperature change. They will then create a poster presentation to share their data to the class. Students will use their mathematical skills to quantitatively analyze the strength and weaknesses of their designs while enjoying some delicious, toasty, warm cookies.
We plan to facilitate several engineering lessons that requires students to design, build ROV controllers, calculate weight, underwater thrust and buoyancy.
This is a 21 day unit on the topic of floods. Students will plan and prepare for what might happen in the event of a flood in our area. We have had floods in the past that have affected the Walterville School, its campus, and the surrounding areas. Using this as a springboard, students will discuss the effects of flooding, do research and interview family members who have experienced flooding, and then discuss possible ways to prevent significant damage on the buildings and surrounding areas. They will then design a barrier that could protect an area from damage for a period of time. Students will need materials to conduct experiments. We have listed these in the lesson plan. We have also included a trip to the Leaburg Dam so that students can learn about dams and their uses. We plan on teaching this unit in the fall.
Students will learn about the water cycle, watersheds, and specifically, the watershed that feeds Springfield, Oregon. After analyzing drought maps, reading news reports, and seeing images and videos, students will realize that drought is a real life concern. Students, as concerned citizens, will create a water collection device, at first on a small scale, and then a true to life water collection system to help re- purpose rainwater in our garden area.
Students will be able to design and defend a salmon rearing tank for the highest survival rate. They will measure temperature, ph and ammonia on daily basis and make needed adjustments. Given unit ending data students will be able to determine the optimal design for a salmon rearing tank using patterns between water conditions and survival rates.
A lesson plan for 4th grade science. Kids create a version of the marble roll project to simulate a manufacturing process.
Students will design a car that is powered by air and write a resource book article on how they did it
Our students will be studying and exploring the human impact on groundwater. They will study the water deprivation impacts both locally and in the San Joaquin Valley. Students will explore and come to understand the benefits of collecting rainwater. We partnered with the City of Eugene and had the wonderful Jackie come in. Our students brought in many of the materials including cardboard boxes, empty plastic containers (sour cream, water bottles,etc), tin foil, wax paper, duct tape,etc. We as teachers provided the underground sprinkler tubing cutting material, more tape and supplies. We tested this project with our 5th graders so we could make improvements and continue this project next year. In order to complete this project, we needed a full three weeks of working for an hour plus every day. We incorporated this project into our reading and science timeline.
Our planet is precious. Connecting to our world and becoming aware of our surroundings and ways we can keep Earth beautiful can be empowering to students and adults alike! Our goal with this project is to encourage and empower students to reduce waste in our classrooms, our school, our community and beyond!
We have been rearing salmon in our classroom for a long time, and the students love it. The project before this point was very teacher lead and much of the care, and set up was done for the students. We are excited to make a student-led project based unit that will better cover the content and incorporate the standards we are looking to teach.
Consistent housing is a continual issue for our community, evidence of this is readily observable in the neighborhoods surrounding our classrooms. Over the course of 15 classroom hours, students will be exploring how they can insulate structures to protect from extreme hot and extreme cold using recycled and/or repurposed materials.
Students will make observations and collect data related to temperature. Student findings will be communicated through science journals, student generated models (charts, 3D structures, drawings, etc.).
Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object and determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Driving Question: Can I as “Science Investigator”, engineer and design,
a way to move an object without using my hands or feet?
Overview: Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object and determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Course description: This course provides algebra, quantitative reasoning, and problem solving skills needed in Math 105, 106, 107, and in other college courses in programs not requiring calculus.
Driving Question: How can we as 7th grade math students use surface area to make a mug that retains heat for the longest amount of time possible?
As students are learning about substances, mixtures, and solutions, they will participate in several experiments that involve chemical reactions using regular household products. Some experiments will produce gas or create something that will grow. Students will work in groups of 2-3 students to make a car move using the result of a chemical reaction from combining two or more household substances. They will present their project to the class.
Students will breed fruit flies through several generations and record their data using mathematical models in order to demonstrate the inheritance of trait variations.
The focus of this unit is to introduce the concepts of force and motion. Specifically this unit will address the forces of push, pull, gravity, and work. It also introduces students to the concepts of friction and slope. The unit begins with an introduction to the scientific method and addresses the differences between scientists and engineers. Students will be both scientists and engineers while completing this unit.
Student engineers learn to understand force and motion and how it is effected by slope, design and weight carried.
Our project involves students learning about the values of a natural area in their community and producing a public service announcement and map to show its value and how it could be developed.
Students work to build a dam that protects Salmon (fish) on the McKenzie River while creating hydroelectric power.
Second part to the C2 Superlesson for ROV's from Kim Stokes and Ben Wells, Siuslaw Elementary School.
Last year the Siuslaw 97J School District changed our food service operation from a national supplier (Chartwell’s) to in-house food service. Our Food Service Manager instituted an organic philosophy and wanted to source local produce. Utilizing our school garden program we now help supply fresh produce for our Siuslaw Elementary School cafeteria. Crop production is stronger in the 4/5 wing because of wind protection from the building. Florence experiences high winds and we are located close to the beach so we have constant sand blowing into our crops. The K-3 garden beds do not have the same protection as the 4/5 beds, and as a result have a lower yield. Our goal is to have students design and engineer wind barriers for these beds and then present the best solutions to our school board so that we can get funding to implement our ideas. This project can be used in any school with a garden by using preexisting barriers on a the school property. The unique environment of the school would dictate the lessons required to be adapted to fit the environmental needs of the community. If the school is lacking a garden, the students can focus on an at home garden project.
Our school, Kelly Middle School, is one of the oldest middle school buildings in 4J (primary construction was completed in 1945). Each year we practice earthquake drills. Why? Why should we be concerned about earthquakes? Where might an earthquake occur in the northwest area? Might it be minor or violent? How might this be measured? Is an earthquake a singular event, or a series of events? What increases or decreases an earthquake hazard? Do we have any early-warning systems? Is the school earthquake drill correct? Considering these questions students need to develop an understanding of how to prepare for, and react to an earthquake event. When students are comfortably informed, who should they report to?
This unit uses the slinky seismometer as a means of studying physics concepts such as waves, sound and the speed of sound vs speed of light, resonance, electricity and magnetism, Lenz Law and magnetic dampening (backwards engineering). Students experiment with the basic parts of the seismometer and either build or connect the seismometer to the internet to take and upload data.
In this project students will research and then build a basic solar cooker shell made out of cardboard. Then they will run a variety of materials through experiments. Data from the experiments will be used to determine which materials should be added to the solar cooker shell to improve its ability to heat up food.
This project was created as a collaboration between a science and an engineering/woodshop class. The engineering class researched and build the basic solar cooker cardboard shells. The science class tested additional materials to add to the shells to improve the solar cookers. Then the engineering class, following the directions from reports created by the science class, added the materials to the solar cooker shells to create the final products.
In this project, students will use knowledge of electricity and electromagnetism to collaboratively design and test a model of a magnetic recycling sorter. They will evaluate the performance of their models and propose further modifications based on the output of their magnetic device measured in mT using a Vernier probe. They will also physically test their magnets on a model of a conveyor belt containing recyclable items. Students will track their data from both tests, with the ultimate goal of creating the strongest and most effective magnet with given materials. Finally, students will present their findings and proposed final design to peers and community partners involved in the recycling industry. The entire process takes about 6 weeks. The unit is a great fit for standards within energy and engineering & design.
Waves and their Applications in Technologies for Information Transfer, from NGSS 1PS 4-1, 4-2, 4-3, and 4-4.
Driving Question: How can I, as a 1st grade engineer, design a device to let people know I am safe, using light and sound?
A Google doc with 10 days of lessons. Student learning outcomes:
Students will create “sound makers” to detect different wavelengths and different sounds
Students will use a variety of materials to change the sounds produced by “earphones”
Students will use flashlights as a light source for pin hole evidence of illumination
Students will create a house with windows created from different materials to detect how light diffuses through materials
Students will create shadows
Students will create cup phones for talking over a distance
Students will create light signals that illuminate over a distance
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