Science+Resources+grades+3-5

Post your grades 3-5 resources here.

1. Web address: [] Educator’s guide: [] b) Simple machines c) Students will experiment with simple machines, design their own pulley contraption, and test the strength of levers. a) Developing and using models. b) Students are designing their own pulley contraption as well as testing the strength of levers. (**3-5-ETS1-1 & 3-5-ETS1-3)** a) Cause and Effect: Mechanism and Explanation b) Students will be looking at how their simple machine causes the force needed to move or lift an object to be lessened so that they are able to move objects they could not have moved on their own.
 * Your name:** Kurt O. Handrich
 * Title:** STEM Lab Simple Machines Focused Field Trip: Discovery Center Museum
 * Location:**711 North Main Street, Rockford, IL 61103
 * Type of Resource:** Community Resource: Field Trip
 * Disciplinary Core Idea:**
 * a)** **Engineering, Technology, and Applications of Science**
 * Scientific and Engineering Practices:**
 * Cross Cutting Concepts**:
 * Description:** The Discovery Center museum lists this focused field trip as a workshop on simple machines that is 45 minutes long and costs $50 for a class of up to 30 students to get an overview of simple machines as well as being able to create and experiment with simple machines. The site states;

This re-designed class provides an overview of simple machines, and then makes use of activity stations for student-based experiments. Students get hands-on experience with content areas and process skills. Take part in a wheel-and-axle race; assemble a network of gears, design a pulley contraption, and test the strength of levers.

This focused field trip is adapted by the staff to meet the needs of classes in 2nd to 8th grades, though I would suggest 3rd-5th grade as the museum loses its appeal as students enter middle school and see it as a place for little kids. Additionally, 3rd-5th graders would grasp more of the concepts than younger students while still feeling at home in the museum. Additionally, the museum has a new permanent exhibit on Simple Machines that students can explore before or after the focused field trip that includes pulling themselves off the ground in a pulley chair or using a giant Archimedes’ screw. I would recommend using this resource in conjunction with a visit to the Burpee Museum of Natural History next door to the Discovery Museum. There is a discount on the costs for each if done together. The Burpee museum should be done first with only a short stay as it is not as exciting or interactive as the Discovery museum. I would have the students do the Simple Machines workshop before lunch at the museum’s lunch room leaving time to explore the Simple Machine’s’ exhibit and other areas of the museum afterwards. I would also encourage this event to be after a number of lessons exploring various topics that will also be found at the museum so that students gain as much from the trip as possible, though I would do it in the midst of the unit on Engineering design/ simple machines. This is a great resource for the classroom as it allows students to feel like they are scientists themselves while doing their own hands on experiments with resources that would not be available in the classroom itself.

2. a) Earth/space science. b) Gravity c) Students will use bean bags as well as an online gravity game to explore how the gravity of the earth and the moon affect objects such as bean bags or rockets. a) Using Mathematics, Information and Computer Technology, and Computational Thinking b) Students will adjust the angle and thrust of a rocket in a computer simulation to meet various goals (such as orbiting the earth, docking with a space station, orbiting the moon, etc…). a) System and system models. b) Students will use a model of the Earth/Moon system to investigate the angle and thrust needed for a rocket to reach orbit, dock with a space station, reach the moon, etc…
 * Your name:** Kurt Handrich
 * Title:** Gravity Launch: Exploring the effects of gravity
 * Location:** ([]
 * Type of Resource:** Lesson Plan
 * Disciplinary Core Idea:**
 * Scientific and Engineering Practices:**
 * Cross Cutting Concepts**:
 * Description:** I would use this lesson for 3rd-5th grade which is what it recommends, though the standard for space systems is in 5th grade and the adjustment for the rocket may be very challenging for younger students. This is a lesson plan on a web site that includes materials needed (such as bean bags) as well as research based explanation for how the lesson is put together and is very clearly intended to follow RIO with engagement strategies, modeling, formative assessments, etc… I would use the lesson as it is to introduce the concept of gravity. I think it does a great job of introducing gravity with the hands on experience of using bean bags by first dropping them and then throwing them in the air to show how gravity is a force. The interactive web activity that follows with launching a rocket that students control by adjusting thrust and angle of launch is very engaging and very challenging. I would either use this in a classroom with iPads for all the students or directly before computer lab time as each student will need their own computer or iPad to work on the website.

3. a.) Earth and Space Science b.) Space / Orbiting c.) I would use this to have students see how the Earth and Moon orbit the Sun, and how long this takes, along with other orbiting information. a.) Using Mathematics, Information and Computer Technology, and Computational Thinking b.) Students are asked to enter the number of days it takes for the Moon to orbit one time around the Earth. After entering that information they push play to see how far the Moon orbited according to the information they inputted. They can then increase or decrease the number of days accordingly. a.) Patterns b.) Students are able to see how the Moon orbits the earth and how the Earth and Moon orbit the sun through the visual on the website.
 * Name:** Karla Atkinson
 * Title:** Earth and Moon: Orbiting the Sun
 * Location:** []
 * Type of Resource:** Interactive website
 * Disciplinary Core Idea:**
 * Scientific and Engineering Practices:**
 * Cross Cutting Concepts:**
 * Description:** This interactive website would be beneficial for students in elementary school, grades 3-5, so they can explore the patterns the Earth and Moon make when orbiting and also to learn how many hours, days, or months it takes for them to make a full rotation. I would have students work in small groups to discuss their thoughts to the following questions (1 at a time): How does the Earth and Moon move around the sun? How many days does it take for the Moon to orbit around the Earth one time? How many hours does it take the Earth to turn just one time on its own axis? After each question I would allow students time to discuss their thoughts in small groups and then have each group share their thoughts with the rest of the class. After discussing each question and the students’ responses, we would input their information on the website and see what happens. Then they can discuss how they think we need to adjust our information and why. Then we would read the facts provided about the Earth, Sun, and Moon discuss its effect on us. This site has Science games, experiments, images, videos, facts, quizzes, lessons, and projects that would be beneficial to Science teachers.

4. a) Engineering Technology and Application of Science b) Gravity, friction, mass, motion, force c) Students will act like engineers and design a working online rollercoaster ( http://www.funderstanding.com/slg/coaster/) using their knowledge of gravity, friction, mass, and force and their affect on motion. a) Asking questions and defining problems b) Students begin with an initial rollercoaster design, then change the previously listed variables to make the rollercoaster functional. a) Systems and system models b) Students experiment with changing several variables in engineering to create a functional rollercoaster.
 * Your name:** Erica Frye
 * Title:** Build Your Own Rollercoaster (Fifth grade)
 * Location:** http://elementaryscience.cmswiki.wikispaces.net/file/view/5thGradeScienceLessonsFinal.pdf (pg. 11-13 of the PDF)
 * Type of Resource:** Lesson Plan
 * Disciplinary Core Idea:**
 * Scientific and Engineering Practices:**
 * Cross Cutting Concepts**:
 * Description:** When I found this fifth grade lesson, I really wanted to teach it. What kid isn’t fascinated by rollercoasters?! This lesson incorporates a video, a hands-on experiment, group work, literacy, art, and presentation; what’s not to love? This lesson could be expanded by looking at existing rollercoasters and what went into the design of them. This could potentially lead into a fieldtrip at the end of the unit for further research (and some additional fun for the kids).

5. Name: Melissa Butler Title: Magnets Attract Each Other and Some Other Materials Location: [] Type of Resource: A lesson plan from a unit plan Disciplinary Core Idea: a) Physical Science b) Types of Interactions c) Students explore with magnets how they react when in contact with different magnets and other materials. Scientific and Engineering Practices: a) Planning and Carrying Out Investigations b) Students investigate the reactions of magnets with different materials. Cross Cutting Concepts: a) Cause and Effect: Mechanism and Explanation b) Students look into the different effects of magnets on different materials to try to figure out an explanation. Description: This lesson would be appropriate for upper grade school students. In it students are allowed time for open exploration of magnets and different materials. They are required to make predictions before testing them out and are to try figure out explanations based on what they know about poles and magnetism. I like the open exploration aspect of this lesson and the whole unit looks pretty good as well.

6.

Name: Melissa Butler

Title: Become Entomologists

Location: []

Type of Resource: lesson plan

Disciplinary Core Idea:

a) Life Science

b) From Molecules to Organisms: Structures and Processes – Growth and Development of Organisms

c) Students will develop models to show the life cycle of their choice of insect, showing commonality between birth, growth, reproduction, and death.

Scientific and Engineering Practices:

a) Developing and Using Models

b) Students use models they created of their insect’s life cycle to understand the similarities between life cycles.

Cross Cutting Concepts:

a) Patterns

b) Students use their model and compare it to other students’ models to see the pattern of life cycles between all of the insects.

Description: This would be a good project for upper grade school students. The lesson says that students create a model of their choice of insect, but I think it could be adapted so that they would be creating models of their insect’s life cycle. Students can choose their insect after browsing different pictures of insects at insectimages.org, research it, and then choose to create their model in whatever way they wish (digital/drawing/physical model). I like that the lesson includes student choice in multiple ways to hit upon interests and different learning styles.


 * 7. Name:** Nick Igl


 * Title:** Build a Tent


 * Location:** []


 * Type of Resource:** Lesson Plan


 * Disciplinary Core Idea:**


 * a.)** Engineering, Technology and Application of Science


 * b.)** Developing Possible Solutions and Optimizing the Design Solution


 * c.)** Students must construct a tent model using common household materials, and then improve its design by testing durability, comfort, and potential real-life use.


 * Scientific and Engineering Practices:**


 * a.)** Asking Questions and Defining Problems


 * b.)** The key idea is for students to devise a durable tent design by first building a model on top of a cardboard shoebox, testing its strength, and then exploring problems and potential solutions through collaboration with other groups and their designs.


 * Cross Cutting Concepts:**


 * a.)** Influence of Science, Engineering, and Technology on Society and the Natural World.


 * b.)** Students build a full-scale tent based on their model and then test it in the real world; after testing they review and shortcomings, ways to improve the design, and successes.


 * Description:**

This activity would be appropriate for upper elementary to middle school. It allows children to experience the process of designing a real-life structure. One does not begin with building an actual design, instead they start with a smaller model since materials are easier to manipulate, change, and test. After creating a model they wish to test, they use materials to build a larger tent that they could actually sleep in. As such, during the design stage, they must consider how large they will want the tent, how to make it weather-resistant, and what real-life materials will be necessary to replace the model materials (for example, using stakes instead of tape to hold the ropes in place). The website resource is full of other hands-on lesson plans, several which are open-ended and do not provide a clear answer. In this way, students must work together to problem solve and build upon each other's ideas. I would recommend using this resource for designing lessons and for brainstorming. The descriptions of other experiments can be rather vague at times, which in turn provides flexibility for the teacher and students. I think it would be a good choice for my classroom because it builds community by working together, has real-life applications, and could lead to an actual tent building day. It may not be feasible to build real-life models of each design, so to finish the project the class could combine all the best elements of the models, and then try to build the tent.


 * 8. Name:** Nick Igl


 * Title:** Calcium Carbonate- what is it, and what happens when mixed with vinegar


 * Location:** []


 * Type of Resource:** Lab


 * Disciplinary Core Idea:**


 * a.)** Physical Science


 * b.)** Chemical Reactions


 * c.)** This lab shows how acetic acid (vinegar) breaks apart calcium carbonate, found in eggs shells, limestone, and many other materials, which then produces new chemicals, such as carbon dioxide.


 * Scientific and Engineering Practices:**


 * a.)** Planning and Carrying Out Investigations


 * b.)** The lab provides opportunity to observe what happens after you add vinegar to other substances as well, such as a chicken bone which has a lot of calcium phosphate.


 * Cross Cutting Concepts:**


 * a.)** Cause and Effect


 * b.)** The key idea is that students can see first hand what, and if, happens after combining two different chemicals.


 * Description:**

This would work well for elementary school age children to teach fundamental aspects of chemistry; chemical reactions, creation of new chemical compounds, and how you can use certain chemicals to detect the presence of other chemicals. For example, after adding vinegar to the egg shell, which contains calcium carbonate, the resulting carbon dioxide is visible in the bubbles. This happens because of the calcium carbonate in the eggshell; vinegar does not always create this effect. This website resource has many different experiments suitable for different age groups. What I liked about the lab design is that it does not provide all the answers nor expected results. For example, after a student adds water or vinegar to a certain substance, the lab simply asks, "what do you observe?" It does not say what to expect in all cases, so students must trust their senses. I would recommend using this resource to help make chemistry come alive and be more hands-on. I also think it would be a good choice for a classroom because the materials involved are very cheap and easy to come by. Students must also exercise caution when conducting the lab, which is also a vital lesson to teach early on.


 * 9. Name:** Nick Igl


 * Title:** Revealing the tubular structures inside plants


 * Location:** [|**http://www.acs.org/content/dam/acsorg/education/whatischemistry/scienceforkids/planetearth/plants/totally-tubular.pdf**]


 * Type of Resource:** Lab


 * Disciplinary Core Idea:**


 * a.)** Life Science


 * b.)** Structure and Function


 * c.)** This lab illuminates the internal structures of plants, celery in this case, which are used by the plant to transport water and food for survival.


 * Scientific and Engineering Practices:**


 * a.)** Analyzing and Interpreting Data


 * b.)** Students must use observations to make sense of the visible results of the experiment.


 * Cross Cutting Concepts:**


 * a.)** Structure and Function


 * b.)** Students use observations and draw conclusions regarding the necessity and role of different substructures used by plants for survival.


 * Description:**

This simple experiment would be suitable for lower elementary age students. Here, students observe the tubular structures in plants that transport water and food throughout the plant. The teacher cuts a celery stalk at the bottom and the students add food coloring to a cup of water, then set the cut section in the water. For best results, let it sit for a few hours. Then, you remove the stalk and make observations; is it equally colored across the bottom, or are some parts darker? The darker parts show the tubes used for water transport. Students could make drawings of their observations. I would recommend using this resource as a morning meeting activity, then later on during the day the class could return to make observations. I think it would be a good choice for a classroom because it shows first hand a fundamental structure common to plants and trees. I would also challenge my students to think of different plants or ways to show these tubes. Finally, this activity also relates to Environmental Education since it reveals first-hand observation of the fundamental building blocks of natural life. I believe knowledge of the intricate inner functions of plants works to build respect and appreciation of natural life.


 * 10. Name:** Nick Igl


 * Title:** How Lightening Rods Work


 * Location:** [|**http://www.accuweather.com/en/weather-video/video-how-do-lightning-rods-work/1713191617001**]


 * Type of Resource:** Video


 * Disciplinary Core Idea:**


 * a.)** Earth and Space Science


 * b.)** Natural Hazards


 * c.)** This video shows how humans have been using different forms of lightening rods for hundreds of years to divert the potential harmful affects of lightening.


 * Scientific and Engineering Practices:**


 * a.)** Constructing Explanations and Designing Solutions


 * b.)** Students are building understanding of how scientific explanations, the nature of lightening, and engineering solutions, different forms of lightening rods, work in tandem to create solutions to everyday challenges.


 * Cross Cutting Concepts:**


 * a.)** Energy and Matter: Flows, Cycles, and Conservation


 * b.)** Lightening rods demonstrate how energy sources naturally draw to certain elements and how the energy is not destroyed but rather transferred, since the lightening bolt does not "vanish."


 * Description:**

This video would be suitable for literally any grade level, since it is short and full of extraordinary images of lightening flashes and lightning rods being struck. Since the resource comes from a weather website, it would be primarily useful for showing videos of natural phenomena. I would recommend using this resource for showing real-life footage of different natural events from around the world. As a news site, it's constantly updated with new footage and information from current weather events and patterns. However, it is limited insofar that it does not have explicit lesson plans or materials set-up for teachers. Nonetheless, I think it would be a good website to bookmark so that a class can quickly access current weather information and view videos. I would use this resource in a similar way, especially to find out daily weather information for the morning meeting if teaching younger grades.

11. [] (great resource)
 * Your Name**: Kelly Thomsen
 * Title**: Music Makers
 * Location**:

[] (specific lesson)

a. Engineering, Technology, and Application of Science b. Design, Developing Possible Solutions c. Students will experiment with and manipulate materials to design create a musical instrument that produces 3 different pitches and also play a tune with their instrument. a. Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions b. Students are following a designed brief where they will identify the problem, brainstorm solutions, create the best solution, test and evaluate the solution by identifying any ways to make it differently or better, or if another solution they had brainstormed would have worked better. a. Cause and Effect; Scale, Proportion, and Quantity b. Students will learn how the different materials and design effect the sound that is created from their instrument. This website (childrensengineering.org) is a great place to find science and engineering activities and resources. There were many lessons/labs complete with rubrics and standards. The particular lesson I looked at is designed for upper elementary aged students. It would be a great performance assessment after a unit on sound. It sets up a problem, creating a musical instrument that produces 3 pitches using the materials provided by the teacher, and pushes the students to design and create their own product. Students are allowed to use whatever materials they think will provide the best solution. It also asks for a written paragraph explaining how it works. I think this would be a very engaging project and allows for creative freedom.
 * Type of Resource**: Lesson Plan/Lab
 * Disciplinary Core Idea**:
 * Scientific and Engineering Practices**:
 * Cross Cutting Concepts**:
 * Description**:

12. **Name:** Galen Pardo **Title:** The Wonders of Physics **Location:** [] **Type of Resource:** A traveling show on the different topics of physics. **Description:** The Wonders of Physics traveling show is a live performance that is available to the public in a few different capacities. The group has a free annual show for all ages on the University of Wisconsin-Madison Campus in February where they go through all of their demonstrations. They are also available for private shows either on the UW campus or at a specific school. It is also possible to arrange a presentation focused around a specific content area, as opposed to their main presentation which covers all of the different areas of the physical sciences. Both the main presentation and the individual presentations provide hands on demonstrations and exploratory experiments for the students to experience the actual effects of the different real life phenomenons. The group is comprised of graduate students at the UW-Madison, and is coordinated by their professor Prof. Clint Sprott. I would use this resource for one of two purposes depending on which performance the students were able to attend. If they were going to attending only the main performance I would address this as more of a introduction to the different types of topics covered in the physical sciences. However if the students were able to have access to a specific small group demonstration, I would coordinate with the Wonder of Physics group to create an activity that was related directly to a specific content area. It seems that it is possible to arrange for a variety of different experiences for the students, so I would take full advantage of shaping their visit into something that related directly to the standards and their curiosities.
 * Disciplinary Core Idea: **
 * 1) Physical Science
 * 2) Matter, motion, waves, and energy
 * 3) If we were observing their standard show I would use this experience for an introduction to the content area, otherwise I would have the group come and run exploratory demonstrations on a specific area.
 * Scientific and Engineering Practices: **
 * 1) Ask questions and defining problems
 * 2) I would have my students come up with some questions based around the different content areas which could be explained through the demonstrations.
 * 3) Engaging in argument from evidence
 * 4) I would have the students create a written explanation of the results of one of the demonstrations that describes the results and how it happened based on what the saw.
 * Cross Cutting Concepts: **
 * 1) Cause and Effect
 * 2) <span style="color: #000000; font-family: 'Times New Roman',serif;">Each of the demonstrations listed show a clear connection of the cause and effect relationships of the different factors relevant in the physical sciences.
 * 3) <span style="color: #000000; font-family: 'Times New Roman',serif;">System and System models
 * 4) <span style="color: #000000; font-family: 'Times New Roman',serif;">All of the demonstrations done are essentially models for phenomenons that occur in everyday life that we don't always recognize.
 * 5) <span style="color: #000000; font-family: 'Times New Roman',serif;">Influence of science, engineering, and technology on society and the natural world.
 * 6) <span style="color: #000000; font-family: 'Times New Roman',serif;">Some of the demonstrations in this program cover the mechanisms by which many of our current technology operate, and explains their limitations and function within our world.

<span style="color: #000000; font-family: 'Times New Roman',serif;">13.


 * <span style="background-color: #ffffff; font-family: 'Century Gothic',sans-serif;">Name: **<span style="background-color: #ffffff; font-family: 'Century Gothic',sans-serif;"> Marta Leix

<span style="font-family: 'Century Gothic',sans-serif;"> **<span style="font-family: 'Century Gothic',sans-serif;">Title: ** <span class="apple-converted-space" style="font-family: 'Century Gothic',sans-serif;">Inventors and Inventions

<span class="apple-converted-space" style="font-family: 'Century Gothic',sans-serif;"> **<span style="font-family: 'Century Gothic',sans-serif;">Location: ****<span style="font-family: 'Century Gothic',sans-serif;">Discovery Education **

[]


 * <span style="background-color: #ffffff; font-family: 'Century Gothic',sans-serif;">Type of Resource: **<span style="background-color: #ffffff; font-family: 'Century Gothic',sans-serif;"> Lesson Plan

<span style="font-family: 'Century Gothic',sans-serif;"> **<span style="font-family: 'Century Gothic',sans-serif;">Disciplinary Core Idea: **

<span style="font-family: 'Century Gothic',sans-serif;">a.) Engineering, Technology and Application of Science

<span style="font-family: 'Century Gothic',sans-serif;">b.) Developing Possible Solutions

<span style="font-family: 'Century Gothic',sans-serif;">c.) This is a great lesson to get students thinking about exploring their own ideas or inventions through inquiry.

<span style="font-family: 'Century Gothic',sans-serif;"> **<span style="font-family: 'Century Gothic',sans-serif;">Scientific and Engineering Practices: **

<span style="font-family: 'Century Gothic',sans-serif;">a.) Planning and Carrying Out Investigations

<span style="font-family: 'Century Gothic',sans-serif;">b.) Students are looking at everyday objects and investigating questions about the objects existence.

<span style="font-family: 'Century Gothic',sans-serif;"> **<span style="font-family: 'Century Gothic',sans-serif;">Cross Cutting Concepts: **

<span style="font-family: 'Century Gothic',sans-serif;">a.) n/a

<span style="font-family: 'Century Gothic',sans-serif;">b.) I didn’t feel that this lesson fit a concept.

<span style="font-family: 'Century Gothic',sans-serif;"> **<span style="font-family: 'Century Gothic',sans-serif;">Description: **

<span style="background-color: #ffffff; font-family: 'Century Gothic',sans-serif;">Discovery Education is a great website with many ideas to use in the classroom, with students or for parents. They offer lesson plans for K-8 in different areas, and many of them can be modified to fit any grade. This lesson about Inventors and Inventions is great to get students thinking about where their questions can take them. They can explore everyday objects that they can connect to through research and experiments. It starts out exploring how sticky notes and Velcro came to be. They students are provided with many options of questions to research, such as “What caused changes in the object over time?” The students are encouraged to use several sources to investigate. This lesson could be modified to give the students more freedom in choosing an object and what question/s they want to investigate, as well as how they will go about searching for an answer.

<span style="background-color: #ffffff; font-family: 'Century Gothic',sans-serif;">14.


 * Name: ** Cassie Paulsen


 * Title: ** Gummy Bear Experiment / 5th grade


 * Location: ** []


 * Type of Resource: ** Lesson Plan/Lab


 * Disciplinary Core Idea: **


 * 1) Physical Science
 * 2) Density/matter
 * 3) Density is a physical property of matter; objects have their own unique density that is associated with it.


 * Scientific & Engineer Practices: **


 * 1) Planning & carrying out investigations; obtaining, evaluation, & communicating information
 * 2) This is a three-day lesson, and students go through all three phases to conduct this lab – design, set up/initial experiment, and collect/report data. They plan and do this activity, and while doing so they’re collecting data and communication amongst their peers.


 * Cross Cutting Concepts: **


 * 1) Cause & effect: mechanism & explanation; stability & change
 * 2) Students are exploring how gummy bears change and why regarding different variables relating to them being put in water. Will there be a change or will the gummy bears remain the same? What variables of water caused what changes to the gummy bears?


 * Description: **

After reading through this through, I think the upper elementary years and even middle school ages will be engaged and enjoy this lab. I basically Google-searched “science resources” and this was a website that popped up. I looked through a couple of different areas of this site before finding this gummy bear lab. I think regardless of what curriculum you are using this would be a good lab to use. Kids typically enjoy gummy bears, so if they can learn something new about something they like, they’ll be more engaged.

15.


 * Name:** Megan York


 * Title:** The Secret Lives of Wild Animals


 * Location:** []


 * Type of Resource:** Interactive Website


 * Disciplinary Core Idea:**

a) Life Science


 * 1) a. Ecology
 * 2) b. It studies various animals and their environments


 * Scientific and Engineering Practices:**

a) Obtaining, Evaluating, and Communicating Information


 * Website could be used for students to research the individual animals to present back to the rest of the class


 * Cross Cutting Concepts:**

a) Structure and Function


 * Students would discuss how the animal has adapted and functions within its environment.


 * Description:**

This would be ideal for upper elementary (material may be too detailed and/or graphic for younger students). I would use this resource as a part of a unit on animals and ecosystems and how certain animals have adapted to and utilize the environments in which they live. This would be an excellent jumping off point for research on these animals, and perhaps be used as a background knowledge stimulator to spur questions for further research.

16. a) Life Science a) Planning and Carrying Out Investigations b) Obtaining, Evaluating, and Communicating Information c) Analyzing and Interpreting Data a) Scale, proportion, and quantity b) Patterns This would be a best fit for an upper elementary classroom. This could be an excellent study to introduce many basic science skills, like developing an investigation, taking good notes in the laboratory notebook, interpreting data, formulating conclusions, etc., in addition to content topics like water quality and plant and animal structures. Since the Madison area is abundant with water, I think this is something that many schools would be able to accomplish, either as part of this particular program, independently, or perhaps between the elementary schools in a district.
 * Name:** Megan York
 * Title:** Bucket Buddies
 * Location:** []
 * Type of Resource:** Lesson Plan/Lab
 * Disciplinary Core Idea:**
 * 1) a. Environmental Science, Environmental Study, Water Quality
 * 2) b. Students examine macroinvertebrates from a fresh water source and compare with other classes participating around the country. Can expand to explain how macroinvertibrates indicate water quality.
 * Scientific and Engineering Practices:**
 * I would have students determine the sampling process for the water, dividing the location up per group, etc.
 * Data must be collected, and then communicated to the international group
 * Students must look at all the data from groups around the country and interpret it
 * Cross Cutting Concepts:**
 * Students must count the macroinvertebrates within the water sample. They can consider water sample quantity in their study. Relative size of macroinvertebrates can be discussed.
 * Students are looking for patterns in the data from around the country.
 * Description:**

17. Becky Mallory <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Title: Energy, sustainable resources, recycling, etc. Games, Videos, Activities <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Location: [|__http://climatekids.nasa.gov/menu/energy/__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Type of Resource: Free resources, ideas for making stuff <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Disciplinary Core Idea: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">a) Physical Science <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">b) Definitions of Energy; Conservation of Energy and Energy Transfer <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">c) Students will examine how energy is transferred from one object to another and learn about different sources of energy. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Scientific and Engineering Practices: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">a) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;"> Energy and matter <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">b) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 16px; text-decoration: none; vertical-align: baseline;">There are videos and games about topics such as: renewable energy, greenhouse effect, carbon footprint and suggestions for what we can do. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Cross Cutting Concepts: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">a) Asking questions and defining problems <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">b) Students will come up with their own questions that relate to energy including conservation of energy and energy transfer as it relates to their own life. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Description: I would use this website to show videos about energy to students in grades 3-5. I would give students a list of topics that are covered on this website and they would pick the one that interests them most. From there, we would come up with questions and then students would find the answers to their questions on the site. Any questions left unanswered we would call “lingering questions.” Students would talk about what they discovered about energy- what surprised them and what they now wanted to know more about.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">18.


 * Name: ** Cassie Paulsen


 * Title: ** Lunar Lollipops


 * Location: ** []


 * Type of Resource: ** Hands on Activity


 * Disciplinary Core Idea: **


 * 1) Earth/Space Science

B. Earth’s Place in the Universe


 * 1) Students are recreating the solar system in this activity, approximating where the Earth would lie.


 * Scientific & Engineer Practices: **


 * 1) Developing & using models; using mathematics, information & computer technology, and computational thinking
 * 2) Students are creating a model of the solar system, but I would add a technological aspect – perhaps a visual where the earth, moon, and sun pop up on the SMARTboard one at a time with relative distance on the visual popping up as well, so students can compare/contrast their distance with the actual distance.


 * Cross Cutting Concepts: **

A. Scale, proportion & quantity; systems & system models


 * 1) Students are creating a model to scale (well, pretty close) of the moon, earth & sun, then rotation their moon to show different stages of the moon.


 * Description: **

I think this would be great with upper elementary or middle school kids. I like the idea of having them, in a way, put themselves in the solar system – giving them a role and acting it out. Different students can be different stages of the moon, holding different shades of the Styrofoam balls to represent different stages of the moon depending on location of the sun and Earth. I know “hands-on” isn’t the best when it comes to inquiry, but I think this activity will keep kids engaged. - 19. Sheri Hicken, Cohort #30 > [sample lesson from the book, //Even More Picture-Perfect Science Lessons, K-5: Using Children's Books to Guide Inquiry,// by Emily Morgan & Karen Ansberry (2013)]
 * **__Title__:**//The Wind Blew//
 * **__Location__:** []
 * **__Type of Resource__:** Lesson Plan

a) Physical Sciences b) Matter, energy, forces & motion //__Core Ideas__ = PS1: Matter and Its Interactions (PS1.A: Structure and Properties of Matter) __and__ PS3: Energy (PS3.C: Relationships Between Energy and Forces)// c) In this lesson, learners conduct simple experiments to further their understanding that air has weight and moving air applies forces to objects.
 * Disciplinary Core Idea:**

a) Developing and Using Models, Planning and Carrying Out Investigations, Using Mathematics and Computational Thinking b) With the use of models, students are completing investigations on how wind force affects the motion of a sailboat and incorporating math to compare trials and find the average time it takes the boat to travel.
 * Scientific and Engineering Practices:**

a) Cause and Effect and Scale, Proportion, and Quantity b) Along with the above mentioned sailboat investigation, learners will also complete some wind challenges using a handheld air pump and Ping-pong ball.
 * Cross Cutting Concepts**:


 * __Description__:** This resource would be a fit for elementary grades 3-5. It could definitely be utilized as a ready-to-use lesson plan that combines literacy and science requiring about a week to complete read-alouds, experiments and checkpoint labs. It references inquiry at various points of the lesson including directing the teacher to see, Chapter 3, “Teaching Science Through Inquiry,” for a list of tips for managing a checkpoint lab; however, I think it offers a bit too much direction for the learners. I'd like to allow the learners more rooms to determine how they would approach the models, experiments and lab checkpoints.

20. Sheri Hcken, Cohort #30
 * 3 | Title:** //Life Cycle of a Plant// //| Science Games for Kids//
 * **__Location__:** []
 * **__Type of Resource__:** Interactive

> a) Developing and Using Models b) Learners will use a different activity of the same interactive web-based model of a flower to test their prior knowledge of flower parts or further practice and reinforce information they are learning about flowers.
 * Disciplinary Core Idea:**
 * 1) Life Science
 * 2) LS1.A: Structure and Function
 * 3) Using an interactive web-based dissection of a flower, learners will label external parts of a flower such petals, sepals, filament and anther to internal parts like style, stigma, ovary, and ovule.
 * Scientific and Engineering Practices:**

a) Systems and Systems Models b) Utilizing the drag and drop features of this interactive web tool, learners will experiment with the different parts of a flower, sorting them into the correct categories, labeling them and learning useful information.
 * Cross Cutting Concepts**:


 * Description:** I could see using this interactive //Parts of a Flower// web tool at varying levels for grades K-5 as an add-on to a lesson. The website states this tool will help students learn about the life cycle of a plant. While I agree that learners get to sort the parts of a flower and if they take the time to click the magnifying lens and read, they will also discover what each part does and how it contributes to the life cycle of a living thing, but further connections or more explicit conversation about the life cycle would likely need to be made. Depending on the group, I might use this as a "whole class" introduction or review on the SMART Board or it could be an individual activity for extra practice of newly learned information. The interactive flower dissection activity allows learners to find out more about the flower petals, sepals, carpel, nectaries, receptacle and stamens. Again, if they click for further information, they will discover facts such as //stamens make pollen, the nectar used by bees to make honey is made in the nectaries of a flower and petals are often bright so they attract insects.// I think the dragging and dropping of plant parts will be engaging for learners, but this activity is certainly not a stand alone item for this topic.

Sheri Hicken, Cohort #30
 * 4 | Title:** Farm-to-Table Virtual Field Trip of Willamette Egg Farms - Canby
 * Location:** []
 * Type of Resource:** Video/Virtual Field Trip

a) Engineering, Technology and Application Science (ETS), Earth and Space Science //b)// __Core Ideas__ = ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World | How Do Science, Engineering and the Technologies that Result from Them Affect the Ways in Which People Live? How Do They Affect The Natural World? (Lesson also hits on ESS3.C: Human Impacts On Earth Systems | //How Do Humans Change The Planet?//) c) After watching a video which features the process of getting eggs from the farm to your table, learners will offer ideas they captured in their science notebooks about how egg farmers use science, technology, engineering and math in that process.
 * Disciplinary Core Idea:**

a) Obtaining, Evaluating, and Communicating Information b) Learners will work individually during the virtual field trip to Willamette Egg Farms to obtain information about the process of getting eggs from the farm to your table. Then, the class will be divided into teams to evaluate that observed information, write down one way they would use science, technology, engineering and math in the creation of their egg farm, and share their responses with the class.
 * Scientific and Engineering Practices:**

a) For ETS2.B - Cause and Effect: Mechanism and Explanation; ESS3.C - Systems and System Models b) As an example of technology affects how people live or ways that things are done, during the virtual field trip to Willamette Egg Farms, learners see the "old" way of candling an egg done by one person, one egg at a time, and then in contrast view "new" technology where one person view a light table with hundreds of eggs being checked at one time.
 * Cross Cutting Concepts**:


 * Description:** This virtual field trip would fit well with grades 3-5; however, there are K-2 adaptations suggested throughout the lesson making it a fit for younger students as well. Prior to viewing the virtual field trip video, learners are asked to pretend they have been hired to run an egg farm. Before they start their new jobs as egg farmers, the teacher explains they might want to learn a few things from the experts at Willamette Egg Farms. Questions they have about the care, feeding and housing of hens on an egg farm are sought and recorded on a whiteboard or overhead projector. As the learners watch the field trip, they are encouraged to record what they learn about the processes and jobs on an egg farm in their science notebooks. Then, based on examples learners observed during the virtual field trip to Willamette Egg Farms, teams are asked to write down ways they would use science, technology, engineering and math in the creation of their egg farm and share their responses with the class. In previewing the video, I would want to know specific segments I wanted to show. It is rather lengthy, so it would be important to know what segments are a best fit for whatever topic at hand. For this lesson, items that related specifically to ETS standards would be featured and ones I would want to know how to advance to for the sake of making the most of the learners' time. Though not mentioned in this description, this lesson also has great ideas for an engagement strategy (brown vs. white egg comparison and class graphing) and extension activities which I would envision using to further learners' interests in the topic.