Many students may have never stopped to think that the water on Earth has likely been here since the planet first formed—or even considered where it comes from. To deepen their understanding of how Earth’s water is distributed, how the water cycle works, and the various places water can travel and settle, students took part in a hands-on lab. In this activity, they made predictions about the distribution of ocean versus freshwater. They were surprised to learn that only 3% of Earth’s surface water is freshwater, while a vast 97% is found in the oceans. To bring the water cycle to life, students also played the Hydrologic Cycle Dice Game. In it, they imagined themselves as tiny droplets forming in a cloud and racing toward Earth at 15 miles per hour—a fun way to explore the movement and transformation of water.

Students learned about the parts of an atom and how atoms differ based on the number of protons in their nuclei. As they delved deeper, they explored the periodic table and discovered key information about each element, including its name, symbol, atomic number, and atomic mass. They also explored the difference between molecules and compounds, and gained a clearer understanding of why atomic number and atomic mass are important in identifying and comparing elements.

Following a discussion about the Artemis mission's use of parachutes, including what parachutes are and how they function, students created their own parachutes in various sizes and shapes. To achieve better outcomes, some students added vents or adjusted the length of suspension lines, taking into account the concept of drag. The students tested their designs multiple times, changing one variable at a time to work towards decreasing their parachutes' fall speed.

With the successful launch of Artemis I on November 14, 2022, the upcoming Artemis II mission planned for early 2026, and three additional missions scheduled between 2027 and 2029, students spent time learning about the goals, objectives, and technologies behind NASA’s Artemis program.

To connect this real-world mission to hands-on learning, students designed and engineered their own straw rockets. Working in lab groups, they conducted two test launches while changing one variable at a time to observe how it affected the rocket’s distance traveled. Students chose from variables such as blade shape, launch angle, drop height, number of blades, or nose mass.

Next week, the class will come together to graph and analyze their data, allowing students to draw conclusions about how their design choices influenced the rocket’s performance. This activity reinforced scientific thinking, problem-solving, and teamwork while making aerospace engineering concepts accessible and engaging.

 Our next unit of study shifted our focus to the Moon. Students explored subjective and objective language by observing our class pet, Leo the Leopard Gecko, and by examining satellite images of lunar craters. They then engaged in a Think-Pair-Share to discuss how craters might form. To investigate further, we tested how speed affects crater diameter and ray length. Finally, students are creating bar graphs to interpret their quantitative results from the experiment.

The students took part in a classroom scavenger hunt to learn where supplies are kept and how they are organized. Using a list of clues and items to find, each student moved around the room at their own pace, discovering the locations of materials they will use throughout the year. By working independently, they built confidence in navigating the classroom, developed independence in gathering what they need, and practiced the responsibility of returning supplies to their proper places. This activity not only familiarized them with their learning environment but also encouraged them to take ownership of it.

Students completed a lesson on collaboration as they completed a series of cup-stacking challenges. Members of each lab table team had to cooperate in stacking the plastic cups in various configurations without touching the cups with their hands.  With just one elastic band and four pieces of string, the students had to work together, compromise, and communicate to complete the task.