Carr
Nelson
Sullivan
Triplett
#21: Mystery Science - Power of Flowers, Lesson 2: Seed Dispersal & Plant Life Cycle (1.0 Lab)
Learning Target: Why do plants give us fruit?
Success Criteria: I can learn about why plants grow fruit.
Supplies: Per student, Science Fruit or Science Vegetable worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (20-min), think and discuss wonderings. During Hands-On Activity (25-min), Science Fruit or Vegetable, you examine common grocery produce and predict if each item is a science fruit or science vegetable. Then, take a closer look at slices of the produce and search for seeds in the following videos:
Radish: Growing Radish Time Lapse - Seed To Bulb in 20 Days and How to Slice Radishes
Cucumber: Chopping a cucumber - Jamie Oliver's Home Cooking Skills
Celery: Celery Growing Time Lapse
Finally, if time, watch and discuss Anchor Connection (15-min). Have fun and stay curious!
#22: Mystery Science - Power of Flowers, Lesson 3: Trait Variation, Inheritance, & Artificial Selection (1.0 Lab)
Learning Target: Why are some apples red and some green?
Success Criteria: I can learn how the food we eat is a result of selection.
Supplies: Per student, 1/2 blank page.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (25-min), think and discuss wonderings. Skip the Hands-On Activity (25-min), Apple Taste Test, where you taste four different varieties of apples to learn about the traits (color, texture, and flavor) of apples that humans have artificially selected to encourage. Instead, look closely at an apple core. Draw the apple core and write down questions about wonderings inside the apple. Can you find the seeds?
Finally, if time, watch and discuss Anchor Connection (20-min). Have fun and stay curious!
#23: Mystery Science - Power of Flowers, Lesson 4: Trait Variation, Inheritance, & Artificial Selection (1.0 Lab)
Learning Target: How could you make the biggest fruit in the world?
Success Criteria: I can continue exploring how human beings have modified plants based on our knowledge of how plants inherit their traits.
Supplies: Per student, Fruit Cards & Odd One Out worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (20-min), think and discuss wonderings. During Hands-On Activity (35-min), Odd One Out, play a game where you guess which fruits are related to each other based on traits of leaves, flowers, and arrangement of seeds. Use this information to understand how humans create fruit varieties by selecting certain traits. Then, watch and discuss Wrap-Up (5-min). Finally, if time, watch and discuss Anchor Connection (15-min). Have fun and stay curious!
3-PS1-1 Patterns of motion can be used to predict future motion.3-PS1- 2 Objects in contact exert forces on each other; electric and magnetic forces between a pair of objects do not require contact.3-LS2-1 Organisms have unique and diverse life cycles.3-LS2-2 Being part of a group helps animals obtain food, defend themselves and cope with changes.3-LS2-3 Different organisms vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops.3-LS2-4 Some living organisms resemble organisms that once lived on Earth .3-LS2-5 Sometimes differences in characteristics between individuals of the same species provide advantages in survival and reproduction.3-ESS3-1 Climate describes patterns of typical weather conditions over different scales and variations; historical weather patterns can be analyzed.3-ESS3-2 A variety of weather hazards result from natural process; humans cannot eliminate weather-related hazards but can reduce their impacts.
#20: Mystery Science - Power of Flowers, Lesson 1: Pollination & Plant Reproduction (2.0 Lab)
Learning Target: Why do plants grow flowers?
Success Criteria: I can learn how and why flowers are pollinated.
Supplies: Per student, Lab #1: Make a Flower printout, Lab #2: two 1/2 pipe cleaners, and tape rolled by teacher.
Activity Directions: Lab #1: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (31-min), think and discuss wonderings. Start Hands-On Activity (30-min) [during Lab #1 intro & coloring NO cutting], Make a Flower, by making flower models out of paper and bee models out of pipe cleaners. You fly your bee from flower to flower and observe what happens to the flower’s pollen during this process. Lab #2: Finish Hands-On Activity then watch and discuss Anchor Connection (15-min). If time, watch Flowers and Their Pollinators: A Perfect Match! and marvel at the magnified nature pics. Have fun and stay curious!
#19: Mystery Science - Power of Flowers, Anchor Lesson: Plant Life Cycle, Plant & Animal Interactions (1 Lab)
Learning Target: What are stinky seeds?
Success Criteria: I can explore a mysterious case of how and why some very stinky seeds from a plant are being collected and buried.
Supplies: Per student, See-Think-Wonder & Stinky Seeds worksheets.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Anchor Phenomenon (10-min) and Guided Inquiry (15-min), you generate observations and questions about the phenomenon and create an initial conceptual model to explain how and why you think this is happening. Next, complete Hands-On Activity (10-min), by gathering clues to help you improve your explanation. If you don't recognize the perfect answer at first, no worries! You are going to learn a lot throughout this unit and will have an opportunity to change or add to your first explanation. Finally, watch and discuss Wrap-Up (2-min). Stay curious!
#18: Mystery Science - Animals Through Time, Lesson 8: Traits & Environmental Variation (Labs 2.0)
Learning Target: How long can people (and animals) survive in outer space?
Success Criteria: I can examine how physical traits can be influenced by the environment.
Supplies: Per student, Lab #2: Traits in Space worksheets.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (16-min), discuss wonderings. Lab #2: Next, complete Hands-On Activity (35-min), Astronaut-in-Training, by analyzing how a NASA astronaut’s traits changed during his “year in space.” Then, measure some of my physical traits (arm strength, height, and balance) and predict how my traits might change after living in space. Watch and discuss Wrap-Up (4-min). If time, watch Astronaut videos. Stay curious!
#17: Mystery Science - Animals Through Time, Lesson 7: Environmental Change & Engineering (Labs 2.0)
Learning Target: What's the best way to get rid of mosquitoes?
Success Criteria: I can investigate mosquito life cycles and habitats and discover the role of mosquitoes in carrying diseases such as malaria.
Supplies: Per student, Lab #1: Problem Solver's Sheet [1/2 F/B], Lab #2: Bug Off! #1, #2, & #3 worksheets.
Activity Directions: Lab #1: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (21-min), discuss wonderings. Next, complete Hands-On Activity (35-min), Bug Off!, you evaluate the merits of different solutions for getting rid of mosquitoes at various locations in a town. Lab #2: Then, design a solution to help the town deal with an abundance of mosquitoes resulting from a very rainy summer. Watch and discuss Wrap-Up (4-min). Stay curious!
#16: Mystery Science - Animals Through Time, Lesson 6: Animal Groups & Survival
Learning Target: Why do dogs wag their tails?
Success Criteria: I can discover why dogs’ expressions, like tail wagging, are so useful when living in a pack.
Supplies: Per class, Field Journal discussion.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (15-min), discuss wonderings. Next, complete Hands-On Activity (35-min), Field Journal, watch videos of different animals that live in groups to simulate observing them in their natural habitats. Discuss and record their observations, and construct an explanation of how living in groups helps these animals survive. Watch Wrap-Up (5-min). If time, complete extension activity, Safety in Numbers, observation and discussion.
A crow on its own might make an easy meal for a big, strong bald eagle. But as you can see here, a group of crows (called a “murder” of crows) can work together to chase an eagle away. (1:23, The Living Wilderness)
Most big birds are not built to fight in the air. Smaller birds that can fly faster and change direction more quickly can often avoid them. Big groups of small birds can be even more effective. See how sticking together helps this huge flock of birds escape a falcon on the hunt. (2:40, BBC) Stay curious!
Learning Target: Can selection happen without people?
Success Criteria: I can learn about an example of how nature, not human beings, can slowly change the appearance of an animal using the process of selection.
Supplies: Per student, Adopt A Lizard (A, B, or C) and How Many Lizards? [print front-2-back], Baby Lizard Card.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (10-min), discuss wonderings. Next, complete Hands-On Activity, Lizard Island, where a class of students simulate how natural selection affects a group of tree-climbing green lizards when their island is invaded by hungry brown lizards. Watch Wrap-Up (5-min). If time, want to know more about how scientists study lizards? and 6 Cool Facts about Green/Brown Anoles | Pet Reptiles. Stay curious!
Learning Target: What kinds of animals might there be in the future?
Success Criteria: I can learn how people create new breeds of animals by mating (selecting) individuals with desirable traits.
Supplies: Per student, Designer Dogs worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (25-min), discuss wonderings. Next, complete visual Hands-On activity, Designer Dogs, by comparing pairs of adult dogs with three potential puppies. Study the physical traits of the dogs and look for the puppy that shares these traits. Have fun!
Learning Target: Can you outrun a dinosaur?
Success Criteria: I can learn about how fossil dinosaur tracks reveal how quickly a dinosaur was running.
Supplies: Per class, cones (paces) [VeeLo 20:60 (13), SanJuan 25:60(13), DeeNo 30:70 (15), CeeLo 35:80 (17)], tape measure [leg length:height (in inches), 20:33, 25:41, 30:50, 35:58]. Per student, pencil, Post-It note, Run for Your Life! Worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (15-min), discuss wonderings. Next, figure out if you can win a race against a dinosaur that was just your size. To determine the winner, compare the length of your running steps with the dinosaur’s steps. Have fun!
Learning Target: How do we know what dinosaurs looked like?
Success Criteria: I can learn how to infer what the outside of an animal looked like by using clues about their skeleton.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (15-min), discuss wonderings. Next, present Seesaw Activity.
During asynchronous (AT HOME) learning, follow the Seesaw directions to examine photos of skulls of both familiar animals and dinosaurs to figure out what each animal eats. HINT: Watch the Mystery Science Hands-On Activity introduction to check your answers before posting your completed Activity. Next, watch How to Find a Dinosaur. Have fun!
Learning Target: Where can you find whales in a desert?
Success Criteria: I can explore the idea that the rock under my feet sometimes contains fossils, and investigate how these fossils reveal changes in habitats through time.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (10-min), discuss wonderings. Next, watch Hands-on Activity introduction then present Seesaw Activity. Finally, watch Wrap-Up (10-min).
During asynchronous (AT HOME) learning, follow the Seesaw directions to identify traits of fossils to determine what the habitat looked like when these organisms were alive. Then use this information to decide where some Mystery Fossils belong in your fossil dig. Post your completed Activity. Have fun!
Learning Target: How can you unlock a door using a magnet? [Click question to watch Mystery Science Exploration.]
Success Criteria: I can investigate magnetic attraction and repulsion.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Doug's Exploration (17-min), watch Hands-on Activity introduction, and watch Wrap-Up (3-min) videos. Brainstorm things you could invent using magnets. Be creative! Often the craziest ideas turn into amazing inventions.
During asynchronous (AT HOME) learning, apply your scientific ideas about magnets to create a useful product: a magnetic lock that can open a paper door. Engage in the engineering design process to test and improve your designs. Remember there is always more than one way to solve a problem. For ideas watch the Hands-On Activity Step-by-Step directions. If you HAVE a ring, bar, or horseshoe magnet, design, BUILD, and explain your solution. If you DO NOT HAVE a magnet, design, SKETCH, and explain your solution. When complete, open Seesaw. Click the green, circle "+," click "Post Student Work," then click "Photo." Take a picture of your model or drawing then record a video of your working model. Use the mic or text box to explain how it works. If it didn't work, explain what changes you think you should make to create a solution. Click the "green check" to add it to your journal. Have fun!
Learning Target: What can magnets do? [Click question to watch Mystery Science Exploration.]
Success Criteria: I can explore the surprising properties of magnets and how magnets attract certain types of metals.
Activity Directions: During synchronous (IN CLASS) learning, [1] listen and discuss Doug's Exploration and Wrap-Up videos. Discuss what do you think you could invent with magnets that would be interesting.
[2] During asynchronous (AT HOME) learning, if you have a ring, bar or horseshoe magnet, explore items at home. Note: Refrigerator magnets may behave differently. Try pulling an item through paper, cardboard, and other materials. What happened? Try making a paperclip and magnet float. Think about WHY this happens. Watch the videos [at the right]. Have fun!
Learning Target: How can you go faster down a slide?
Success Criteria: I can learn about friction (the force that slows you down on a playground slide).
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] listen and discuss Doug's Exploration video [15-minutes], Hands-On Activity video [5-minutes], and Wrap-up video [5-minutes].
[2] During asynchronous (AT HOME) learning, follow the Seesaw directions to post your completed Activity. Have fun!
Learning Target: What makes bridges so strong?
Success Criteria: I learn about real-life bridge design. In the activity, Paper Bridge Engineering, I will use my knowledge of forces to build a strong bridge that supports as many pennies as possible -- using only paper.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] WHILE listening to Doug's Exploration video, think about these questions: How could you keep a bridge like this from sagging? THINK-time Do the bridges you've seen so far give you any ideas about how you could make a strong paper bridge? THINK-time [2] Listen to the lesson Exploration [22-minutes]. [3] Watch the Hands-On Activity [3-minutes] video for design requirements and HINTS. [4] During asynchronous (AT HOME) learning, follow the Seesaw directions to post your completed Activity. Have fun!
Learning Target: How can you win a tug-of-war against a bunch of adults?
Success Criteria: I am able to think about pushes and pulls — forces — they can accomplish extraordinary things!
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] WHILE listening to Doug's Exploration video, think about these questions: Can you think of any way for your team to win? Is there something you could do to make it harder for the adults’ team to pull? THINK-time Is there some way to stop the adults from being able to push against the ground? THINK-time Ask yourself: Is it a push or a pull? THINK-time Do you have any ideas for how you could get the watermelon to burst using rubber bands? [2] Listen to the lesson Exploration [20-minutes]. [3] DO NOT complete the Hands-On Activity. [4] During asynchronous (AT HOME) learning, follow the Seesaw directions to post your completed Activity. Have fun!
Learning Target: How do you become a great inventor?
Success Criteria: I can save the falling bobby pin from a crash landing by inventing a paper device to slow the fall. I discover inventors learn from their failures as part of the invention process.
Activity Directions: [1] Listen to the lesson Exploration [2-minutes] introduction. [2] Complete the Hands-On Activity: Save Bobby! [30-minutes]. If you do not have a bobby pin, find a paper clips or another object of similar size and weight. [3] Listen to the lesson Wrap-Up [3-minutes]. [4] Post your completed Activity in Seesaw by following directions. Have fun!
Learning Target: How can I use descriptive words to explain the different objects I find?
Success Criteria: I can learn to appreciate and enjoy nature so I value and want to protect our environment.
Activity Directions: Complete your Seesaw Nature Scavenger Hunt Activity then post it to your Journal. For inspiration, select the bison icon to watch all or portions of Yellowstone's Beautiful Landscapes | National Geographic. Lean back, turn up the volume, and immerse yourself in the serene sights and sounds of Yellowstone National Park. Use your eyes and more importantly your ears to experience nature and wonder! EXTRA: Ask permission to ADD the iNaturalist app to a family phone to help you identify plants and animals and learn more about nature!
Learning Target: How do scientist know so much?
Success Criteria: This activity helps focus your observations, spark curiosity, and invite questions for deeper understanding!
Activity Directions: [1] WHILE listening to Doug's Exploration video, think about these two questions: What do these stories have in common? and What did both scientists do that was similar? [2] Listen to the lesson Exploration [10-minutes]. [3] Complete the Hands-On Activity: Curiosity Challenge [20-minutes]. [4] Post your completed Activity in Seesaw by following directions. [5] Since we cannot work in partners, plan to read and comment on a MINIMUM of THREE classmates' scientific questions. Please post POSITIVE comments or reflections ONLY. Have fun!
Learning Target: Open ended questions give us a chance to respond clearly and practice our language and critical thinking skills.
Success Criteria: An open-ended question cannot be answered with a simple yes or no. Open-ended questions are an important strategy to "own" and reflect on your learning and build inquiry based thinking skills.
Activity Directions: Complete the Seesaw Activity and post. Have fun!
Learning Target: I can login and post my learning in Seesaw.
Success Criteria: I am comfortable sharing my learning using Seesaw and moving between my homeroom and ENCORE classes.