Specials' Time:
Embedded Files
Dermody
Dermody
McKelvey
McKelvey
Woodroof
Woodroof
#23: EiE - Designing Bridges
#23: EiE - Designing Bridges
Learning Targets: What do I need to know to design a strong and stable bridge?
Success Criteria: I can practice the Engineering Design Process to ensure I consider variables when designing a structure.
Activity Directions: During synchronous (IN CLASS) learning, listen, discuss, and explore. Our discussion took us to The Unleaded Pencil. Here’s a myth buster! Read this link to learn the history. Have fun and stay curious!
#24: Causes & Effects of Climate Change
#24: Causes & Effects of Climate Change
Learning Targets: What are the causes and effects of climate change?
Success Criteria: I can learn what causes and the consequences of climate change for the environment and our lives.
Activity Directions: During synchronous (IN CLASS) learning, listen to Causes and Effects of Climate Change | National Geographic and discuss wonderings. Stay curious!
#22: Mystery Science Mini-Lesson - Student Curiosities #7
#22: Mystery Science Mini-Lesson - Student Curiosities #7
Learning Targets: 4D: How do vaccines work?, How do Bones Grow?, 4W: How Popcorn Works, What is a black hole?, 4M: How to Build a Dyson Sphere, How often do eclipses happen?, What are Boogers?, How will NASA's Perseverance rover collect Mars samples for return to Earth?, How is a rainbow made? + BONUS, How do beavers build dams? + BONUS, What's the tallest skyscraper anyone can build? + BONUS, Boardwalk Hotel - Controlled Demolition, Inc., What's inside these rocks?, Be a Rock Detective!
Success Criteria: I can learn answers to student curiosities.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Explorations. Stay Curious!
4-PS1-1 The faster an object moves the more energy it has.4-PS1-2 Energy can be moved from place to place.4-PS1-3 When objects collide contact forces transfer so as to change objects’ motion.4-PS1-4 Energy can be produced, used or released by converting stored energy.4-PS1-5 Waves are regular patterns of motion.4-PS1-6 An object can be seen when light reflected from its surface enters the eyes.4-PS1-7 Patterns can encode, send, receive and decode information.4-LS2-1 Organisms have both internal and external structures that serve various functions.4-ESS3-1 Earth has changed over time.4-ESS3-2 Four major earth systems interact.4-ESS3-3 Earth’s physical features occur in patterns.4-ESS3-4 Energy and fuels that humans use are derived from natural sources and their use affects the environment in multiple ways.4-ESS3-5 A variety of hazards result from natural process; humans cannot eliminate natural hazards but can reduce their impacts’ effect.
#21: Mystery Science Mini-Lesson - Student Curiosities #5
#21: Mystery Science Mini-Lesson - Student Curiosities #5
Learning Targets: 4D: All About Auroras, Ultra-low-tide to High-tide Timelapse, Weird Places: The Bay of Fundy, Bay of Fundy Tides Timelapse Video, NASA unveils stunning new video of Mars landing
Success Criteria: I can learn answers to student curiosities.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Explorations. Stay Curious!
#20: Mystery Science Mini-Lesson - Arbor Day Curiosities #6
#20: Mystery Science Mini-Lesson - Arbor Day Curiosities #6
Learning Targets: 4W/4M: All About Auroras, How is syrup made? + Bonus, Trees That Never Lose Their Leaves! 4D finish: What's the biggest tree in the world?, Trees That Never Lose Their Leaves!, How is syrup made?, Life as a Tree,
Success Criteria: I can learn Tree Facts to celebrate Arbor Day.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Explorations. Stay Curious!
#19: Day in the Sun
#19: Day in the Sun
Learning Targets: How to make a paper airplane - BEST paper planes that FLY FAR
Success Criteria: I can practice following step-by-step directions so identical folds facing each other along the axis will make my paper airplane fly well.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Exploration. Stay Curious!
#18: Breakout EDU Escapes
#18: Breakout EDU Escapes
Learning Targets: Into the Lion's Den, Animal Adventures!, Jackie Robinson, Camouflage Caper, Asteroid Collision, Around the World in 30 Days, George Washington Carver, Soar's Escape, What's the Matter?, Benjamin Franklin, Helen Keller, Measurement Breakout, Keyla Takes on Natural Hazards, Earth Day Digital Breakout, Crack the CODE
Success Criteria: I can practice 4Cs (critical thinking, creative thinking, communicating, and collaborating) and SEL (social and emotional learning) skills while working together to solve academic puzzles.
Activity Directions: During synchronous (IN CLASS) learning, problem-solve, out-of-the-box clues. Have fun and stay curious!
#17: Mystery Science Mini-Lesson - Student Curiosities #4
#17: Mystery Science Mini-Lesson - Student Curiosities #4
Learning Targets: Why is it so hard for firefighters to put out wildfires?, Why do cats purr?, Why is Mars red?,
Success Criteria: I can learn answers to student curiosities.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Explorations. Stay Curious!
#16: Mystery Science Mini-Lesson - Student Curiosities #3
#16: Mystery Science Mini-Lesson - Student Curiosities #3
Learning Targets: World's Largest Elephant Toothpaste Experiment, What's at the bottom of the ocean?, Why is it so hard for firefighters to put out wildfires?, Why do cats purr?, Why is Mars red?
Success Criteria: I can learn answers to student curiosities.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Explorations. Link to Science Bob's Elephant toothpaste recipe. Remember to ask permission and have adult supervision. Stay Curious!
#15: Mystery Science Mini-Lesson - Student Curiosities #2
#15: Mystery Science Mini-Lesson - Student Curiosities #2
Learning Targets: What Was the 1918 Influenza Pandemic? What is pneumonia? (start video 0:45) How Do Cuts Heal? Why Does Ice Cream Hurt My Head?
Success Criteria: I can learn answers to student curiosities.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Explorations. Have fun!
Learning Targets: How do polar animals survive the cold? Do masks really stop the coronavirus? + BONUS Is it bad to hold your pee?
Success Criteria: I can learn more answers to student asked curiosities.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Explorations.
During (OPTIONAL) asynchronous (AT HOME) learning, do this no-prep activity, My Tiny Winter Home. Use ideas from the mini-lesson to design a house that will keep you warm in a very cold climate. Then, think about how you could test your design using the Engineering Design Process. Stay curious!
Learning Targets: Why do we get hiccups? + BONUS Why do you get goosebumps when you’re cold? Why do we have allergies? What causes constipation?
Success Criteria: I can learn more about how my body works.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Explorations.
During asynchronous (AT HOME) learning, combine science with physical education. Email Mrs. Musante about other curiosities so we can learn even more. Have fun!
Learning Targets: Why are some people double-jointed? How do broken bones heal? What would happen if football players didn’t wear helmets?
Success Criteria: I can learn more about how my body works.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Explorations.
During asynchronous (AT HOME) learning, combine science with physical education. Email Mrs. Musante about other curiosities so we can learn even more. Have fun!
Learning Target: Why do our skeletons have so many bones?
Success Criteria: I can consider what would happen if my body didn't have bones.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Doug's Exploration. Introduce the modified Hands-On Activity for remote learning using only a piece of paper and a pencil.
During asynchronous (AT HOME) learning, combine science with art: trace your hand, then if you have the supplies, add see-through bones to your picture making your own skeleton hand. Next, complete the Seesaw Activity to compare hand bones to the bones of a mystery animal then post. Have fun!
Learning Target: How does your heart pump blood?
Success Criteria: I can take a trip inside the body to see that the heart is a muscle, contracting and expanding to move blood through our blood vessels.
Activity Directions: During synchronous (IN CLASS) learning, listen and discuss Doug's Exploration. SKIP the Hands-On Activity. Answer these questions instead: How big is your heart? [fist]; Predict: How many times do you think a heart beats in 30 seconds? How could you count the number of times your OWN heart beats in a minute? Try feeling your pulse. What are some things that make your heart beat faster? Can you think of something you can do right now to speed up your heartbeat?
During asynchronous (AT HOME) learning, make observations about your pulse and heart rate. What other questions do you have about blood? Watch theses videos to learn more about your circulatory system: Why do we need blood? Why do we yawn? How do cuts heal? Why do we get nosebleeds? How to feel your heart beat! Have fun!
Learning Target: Why do we have eyebrows?
Success Criteria: I can learn why eyebrows might be helpful to humans.
Activity Directions: During synchronous (IN CLASS) learning, [1] listen and discuss Doug's Exploration. What other questions do you have about hair? Watch the videos to learn more about hair and eyes: Why do we blink? Why do we cry? Why do onions make me cry?
[2] During asynchronous (AT HOME) learning, look in a mirror. Move your eyebrows up and down. Can you raise only one eyebrow? Try this challenge! Wear your mask to cover your nose and mouth. Open Seesaw by clicking the green, circle "+," then "Post Student Work," and "Photo." Take pictures of different expressions, like excited, angry, happy, scared, and more then post. Classmates can try to guess which emotions you are showing from just your eyes and eyebrows. Have fun!
Learning Target: How does hair grow? [Click the question to watch this Mystery Science Mini-Lesson]
Success Criteria: I can compare hair growth to other things in nature that grow slowly and understand how a tree root is similar to a hair follicle.
Activity Directions: During synchronous (IN CLASS) learning, [1] listen and discuss Doug's Exploration. What other questions do you have about hair? Watch the videos [at the right] to learn more about hair: Why don't haircuts hurt? Why does hair turn gray? What causes hair loss?
[2] During asynchronous (AT HOME) learning, look in a mirror. How many different kinds of hair can you find on your head? There’s the hair that gets cut when you get a haircut. But what other hairs can you find? Take a close look at your eyes. How are your eyelashes and eyebrows the same as the hairs on top of your head? How are they different? Draw a picture of your face. Add labels to show all the places you can see hair. When complete, open Seesaw. Click the green, circle "+," click "Post Student Work," then click "Photo." Take a picture of your drawing and add it to your journal. Have fun!
Learning Target: How does your brain control your body? [Click the question to watch the Mystery Science lesson.]
Success Criteria: I can explore the brain’s role in receiving information from the senses, processing that information, and controlling the muscles to enable movement.
Activity Directions: During synchronous (IN CLASS) learning, [1] WHILE listening and discussing Doug's Exploration video (27-minutes) students test their sensory processing of visual information. [2] Watch Hands-On Activity directions (1-5 of 10). [3] Listen and discuss the Wrap-Up video (3-minutes).
[4] During asynchronous (AT HOME) learning, complete the experiment, Think FAST!, which lets you measure how fast your brain can see something happening and then react to it. Directions: Get a ruler (or straight stick) and rest your hand off the edge of the table. A family member will hold the ruler between your fingers. Then without any warning, your family member will drop the ruler and you will try to catch it. There are TWO rules you MUST follow to keep the experiment fair: [1] DROPPER must hold the ruler so the "1" centimeter mark is between the CATCHER's fingers. [2] CATCHER can't move until s/he sees the ruler drop. To figure out how fast you were, look to see what centimeter mark is next to your thumb when you grab it. A low number like "8" means your reaction time was really fast (you caught the ruler before it had time to fall very far). But a high number like "19" means you had a slower reaction time. So how fast do you thing your brain can react? PRACTICE. See if you can improve your reaction time. Click this link: Think FAST! Handout to compare your reaction time to the chart!
Muscle Memory Examples
CMU Center Warm-Up
CMU Point Guard Warm-Up
Learning Target: How can some animals see in the dark?
Success Criteria: I can delve further into the workings of the eye, exploring the function of the iris and pupil.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] WHILE listening to Doug's Exploration video (7 min), think about these questions: What do you think is special about nocturnal animal eyes that makes them able to see in the dark? Any ideas? [Discuss] Scroll through Activity Steps watching closely as you ARE NOT building your own [discuss each question]. Finally, watch Wrap Up (8 min). [2] During asynchronous (AT HOME) learning, follow the Seesaw directions to post your completed Activity. Have fun!
Learning Target: What do people who are blind see?
Success Criteria: I can discover how my eyes work and some of the causes of vision problems.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] WHILE listening to Doug's Exploration video (25-min), think about these questions: Why do you think some people have problems with vision? How could we figure out how eyes work? Look at these eyes... What's the same? What's different? Do you think that any of the differences could explain why some people have trouble with vision, or not? When I pause the video, think about these questions. Next, scroll through the Activity Steps watching closely as you ARE NOT building your own model. After watching the eye model move from clear to blurry, think about why some people have blurry vision? What happens if you take the cornea lens out of the eye? What happens if you are born without a cornea lens? [2] During asynchronous (AT HOME) learning, follow the Seesaw directions to post your completed Activity. Have fun!
Learning Target: Why do your biceps bulge?
Success Criteria: I can discover the mechanism by which my muscles control my bones to move my body.
Activity Directions: In Seesaw, [1] WHILE listening to Doug's Exploration video (25-min), think about these questions: What do you think is going on inside your hands when you're moving your fingers? Any ideas? When I pause the video for 1-minute: Take a few moments to move the different parts of your body, and see if you can find all your joints. What do you think would actually be pulling on the strings? [2] 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!
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