Students figure out that they can trace all food back to plants, including processed and synthetic food. They obtain and communicate information to explain how matter gets from living things that have died back into the system through processes done by decomposers. Students finally explain that the pieces of their food are constantly recycled between living and nonliving parts of a system.

This unit on matter cycling and photosynthesis begins with students reflecting on what they ate for breakfast. Students are prompted to consider where their food comes from and consider which breakfast items might be from plants. Then students taste a common breakfast food, maple syrup, and see that according to the label, it is 100% from a tree.

Based on the preceding unit, students argue that they know what happens to the sugar in syrup when they consume it. It is absorbed into the circulatory system and transported to cells in their body to be used for fuel. Students explore what else is in food and discover that food from plants, like bananas, peanut butter, beans, avocado, and almonds, not only have sugars but proteins and fats as well. This discovery leads them to wonder how plants are getting these food molecules and where a plant’s food comes from.

By using the hook of Halley’s comet, dark matter, and dark energy students data mine Newton’s Law of Universal Gravity and build an and evaluate other arguments for the Big Bang.

Oh, no! I’ve dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. We’ve experienced the relief of picking up an undamaged phone and the frustration of the shattered screen. This common experience anchors learning in the Contact Forces unit as students explore a variety of phenomena to figure out, “Why do things sometimes get damaged when they hit each other?”

Student questions about the factors that result in a shattered cell phone screen lead them to investigate what is really happening to any object during a collision. They make their thinking visible with free-body diagrams, mathematical models, and system models to explain the effects of relative forces, mass, speed, and energy in collisions. Students then use what they have learned about collisions to engineer something that will protect a fragile object from damage in a collision. They investigate which materials to use, gather design input from stakeholders to refine the criteria and constraints, develop micro and macro models of how their solution is working, and optimize their solution based on data from investigations. Finally, students apply what they have learned from the investigation and design to a related design problem.

This unit launches with a slow-motion video of a speaker as it plays music. In the previous unit, students developed a model of sound. This unit allows students to investigate the cause of a speaker’s vibration in addition to the effect.

Students dissect speakers to explore the inner workings, and engineer homemade cup speakers to manipulate the parts of the speaker. They identify that most speakers have the same parts–a magnet, a coil of wire, and a membrane. Students investigate each of these parts to figure out how they work together in the speaker system. Along the way, students manipulate the components (e.g. changing the strength of the magnet, number of coils, direction of current) to see how this technology can be modified and applied to a variety of contexts, like MagLev trains, junkyard magnets, and electric motors.

The anniversaries of the terrorist attacks on the United States on September 11, 2001,
and the signing of the Constitution on September 17, 1787, provide us an opportunity to reflect upon who we are as Americans, examine our most fundamental values and principles and affirm our commitment to them, and evaluate progress toward the realization of American ideals and propose actions that might narrow the gap between these ideals and reality. The following lessons are designed to accomplish these goals.

This is a 6-lesson unit for 3rd grade SEEd strand 2. (Note: Some of the links in the lesson plan are not working.)

In this unit of study students learn about adaptations and how they help animals survive. They will apply this knowledge to design new technologies. This unit integrates nine STEM attributes and was developed as part of the South Metro-Salem STEM Partnership's Teacher Leadership Team. Any instructional materials are included within this unit of study.

In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. Use the following lessons to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures.

This unit was created as an introductory/review unit for Algebra II to allow for a review of main concepts needed to progress in Algebra II. However, it could also be used in Algebra I to introduce for the first time real numbers; number operations; and equations, expressions, and inequalities.

This is a science unit plan for 1st grade about different biomes/habitats and what the characteristics and adaptations are of the animals that live there. It is a technology based unit using resources like Nearpod, Adobe Spark, LMS, etc.Title Image: MathKnight -at- TAU, Nov. 11, 2015, Animals of Israel, CC-BY-SA-3.0

In this unit of study students learn how an animal's body structure and behavior help it survive in its habitat. This unit integrates nine STEM attributes and was developed as part of the South Metro-Salem STEM Partnership's Teacher Leadership Team. Any instructional materials are included within this unit of study.

This in an Animal Unit designed for third grade science curriculum. It includes information on animal life cycles, inherited traits, and habitats.

Augmented reality (AR) allows students to learn about the world by enhancing how they can relate to, contextualize, and interact with it through movement and active exploration.With iPad, students can use AR to explore outer esace, immerse themselves in the wonders of the world, and examine art and historical artifacts from national museums—in any learning environment. They can visualize experiences that would be impossible to see otherwise.Whether you want to extend an existing lesson or inesire new ones, you can use and apply AR in math and science, language arts, history, and social studies to elevate engagement, deepen understanding, and make learning more personal and meaningful for students of all ages.

5th grade students work together in teams to create an ecosystem to support Pacific Northwest pollinators.

This lesson plan is designed to teach students to throughly think through the skill sets required for basketball. It will test their understanding of the basketball unit and the skills taught. They will do this by creating an Adobe Express Project using multiple different photos. Their final product, which requires presentations to the entire class, will show if they understand the different skills and how to perform them. Thumbnail CitationBy Airman 1st Class Kerelin Molina - http://www.vandenberg.af.mil/shared/media/photodb/photos/090804-F-8732M-115.jpg, Public Domain, https://commons.wikimedia.org/w/index.php?curid=7806175

This lesson teaches the first steps to creating a movie. The students will be creating a storyboard and writing a script. This lesson is for 3rd or 4th graders. Citation for thumbnail image: Public Domain Dedication from openclipart.com

In this unit of study students learn about different types of bridges and how to design and build their own bridge. This unit integrates nine STEM attributes and was developed as part of the South Metro-Salem STEM Partnership's Teacher Leadership Team. Any instructional materials are included within this unit of study.

This Geometry Concept Collection is a rigorous presentation of high school geometry. It is fully correlated with the Common Core State Standards.

In CK-12 Middle School Math Concepts – Grade 8, the learning content is divided into concepts. Each concept is complete and whole providing focused learning on an indicated objective. Theme-based concepts provide students with experiences that integrate the content of each concept. Students are given opportunities to practice the skills of each concept through real-world situations, examples, guided practice and explore more practice. There are also video links provided to give students an audio/visual way of connecting with the content.