What is Weather?

Overview:

What is Weather? explores the practices of scientists and engineers, and makes weather observations using their senses. Students explore the heating affect that sunlight has on the Earth and its many surfaces. This understanding of the effects of sunlight is used to design and build a mini-shade shelter which will then be tested using the engineering design cycle.

Essential Question:

• How does understanding the weather keep us safe? 

To answer these questions, students will:

• Make simple observations of the weather
• Collect data to compare the effects of sunlight on different surfaces
• Plan and conduct an investigation on the effects of sunlight on different colors
• Use digital and print resources to obtain information on heat waves
• Design and build a mini-shade shelter

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: K-PS3-1; K-PS3-2; K-ESS2-1; K-ESS3-2; K-2-ETS1-1; K-2-ETS1-2; K-2-ETS1-3

What is Weather?

Overview:

In marking period 2, What is Weather? expands on the students’ exploration of weather. They learn to make weather observations and make daily observations for at least two weeks. They explore rain and wind and will look for patterns in their weather observations. Students investigate severe wet weather patterns (thunderstorms and blizzards), and act as scientists to develop a forecast. Finally, students apply their understanding of weather patterns and severe wet weather to investigate materials, and design and test a roof to keep the rain/snow out of a schoolyard shed.

Essential Question

• How do we prepare for severe weather?

To answer these questions, students will:

• Explore how rain is collected and measured
• Build a rain gauge and collect and measure rainwater
• Develop a weather forecast to help people stay safe during severe wet weather
• Investigate materials that help keep rain/snow out of structures
• Design, build, and test a roof

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: K-PS3-1; K-PS3-2; K-ESS2-1; K-ESS3-2; K-2-ETS1-1; K-2-ETS1-2; K-2-ETS1-3

How do different surfaces affect motion?

Overview:

In marking period 3, students begin the unit exploring how spider webs and Venus fly traps catch insects (anchor phenomena). They also explore and sketch different patterns of motion. Students conduct an investigation of how different pushes and pulls (forces) can make an object move faster or slower, using equipment from the school gym. Students apply their understanding of force and motion to design a device to change the motion of a rolling ball which also builds understanding of engineering design. Students then explore how different types of surfaces may also change motion. Finally, students apply their understanding to refine the design of a trap to safely catch an insect in the classroom.

Essential Question:

• How do pushes and pulls affect the motion of an object? 

To answer these questions, students will:

• Conduct an investigation of how to pull/push and object to make it move faster or slower, or change direction
• Design and test a device to change the motion of a rolling ball
• Observe and describe different surfaces and investigate how each surface changes motion
• Observe a simple trap, refine the design, and explain the motion of the trap

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: K-PS2-1; K-PS2-2; K-2-ETS1-1; K-2-ETS1-2; K-2-ETS1-3

Living Things Change the Environment

Overview

Living Things Change the Environment explores the phenomena of humans and animals changing their environments to build homes. Students will construct a claim with evidence about how animals or people change the environment. Students observe videos and other resources to describe patterns of what animals (including people) and plants need to survive. Students will then observe the plants and animals that live in a pond and/or desert, and construct a model of what the environment provides for different living things. Next, students explore how our trash can impact the environment. Students end the unit by applying their understanding to design an animal habitat.

Essential Question:

• What do plants and animals need to survive?

To answer these questions, students will:

• Construct a claim with evidence about how animals change their environment
• Construct an explanation of what animals (including humans) and plants need to survive.
• Observe plants and animals in different habitats and construct a model of what a habitat provides for the plants and animals
• Create a model (drawing) of an animal habitat and construct an explanation of how the habitat will meet the needs of the animal.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: K-LS1-1; K-ESS2-1; K-ESS2-2; K-ESS3-1; K-ESS3-3; K-2-ETS1-1; K-2-ETS1-2

Why can we see the sun and the moon during the day?

Overview:

To begin marking period 1, students explore a phenomenon: seeing the Sun and Moon during the daytime. They ask questions about the Sun and the Moon, and observe videos to find answers to their questions and use a model to construct an explanation of how we can see the Moon in the sky. Students make outdoor observations of the Sun’s position in the daytime sky and analyze data to identify patterns. This is followed by students making outdoor observations of the Moon in the night sky (at home) and identifying patterns in the Moon’s position. Students deepen their understanding of sunlight patterns by using math and computational thinking to analyze seasonal data on hours of daylight and height of Sun in the sky. Finally, students apply their scientific understanding to develop their own model to show a selected time of day and season.

Essential Question:

• Why do we have different seasons? 

To answer these questions, students will:

• Ask questions about the sun and the moon
• Record and discuss what is seen in the sky
• Use a model to make observations of objects illuminated in darkness
• Construct an explanation of how we can see the Moon in the sky
• Analyze patterns in the position of the Sun
• Analyze seasonal data on hours of daylight and patterns of the Sun in the sky during different seasons
• Develop a model of the sky for a particular day and time.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 1-ESS1-1; 1-ESS1-2; 1-PS4-2; K-2-ETS1-2

Sound & Light

Overview:

Marking period 2 begins with students exploring the anchor phenomenon (fireflies and birds sending light/sound messages over a distance), and beginning to plan a device to send light or sound messages in their school building. Students explore how vibrations can create sound by using a tuning fork to create waves in a cup of water, and by conducting an investigation using a string phone model. Next, students investigate the effects of placing objects made of different materials in the path of light and extend their investigation to mirrors reflecting light. Then students apply their scientific understanding to design and build a device that sends a light or sound message to help a teacher /student in their school. Finally, students test and propose ways to improve the device.

Essential Question

• How can we send a message during a power outage?

To answer these questions, students will:

• Explore how birds and fireflies send messages using light and sound
• Explore how sound is created using a tuning for and water
• Conduct an investigation with a string phone
• Plan and conduct an investigation to determine the effect of object placement in a path of light
• Design, construct, and test a device to send a light or sound message over a distance

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 1-PS4-1; 1-PS4-3; 1-PS4-4; K-2- ETS1-1; K-2-ETS1-2; K-2-ETS1-3 

Parent Animals and their Offspring

Overview:

Marking period 3 starts with students reading Are You My Mother? By PD Eastman, and are introduced to the anchor phenomenon of parent animals and their offspring: similarities and differences in animal parents and their offspring through images of animals. Students extend their understanding of the similarities between parents and offspring through images of plants and their seedlings. Next, students explore behaviors that parent animals and plants use to help their young grow and survive through reading and a video. In use videos to determine patterns in the behavior of parent birds that help baby birds to survive, and make connections to the amount of daylight. Then, students apply their understanding as they select one of three local birds (bobwhite, barn owl, or bluebird), explore how the birds nest in the wild, then design a better nest/home. Finally, students construct the model nest/home and explain how the nest/home will help to protect young birds.

Essential Question:

• How are plant and animal parent and offspring alike and different?

To answer these questions, students will:

• Observe images to identify similarities between plants and their seedlings and between animal parents and their offspring.
• make observations of parent animals and plants to identify ways that parents help their young to grow and survive.
• Design and construct a nest for endangered bird and explain how the nest will protect the young.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 1-LS1-2; 1-LS3-1; 1-ESS1-2; K-2-ETS1-2

Parts of Plants

Overview

In marking period 4, students observe and collect plant structures (flowers, seeds, leaves, bark), and relate their features to their function. Students also connect plant structures to changes in the amount of daylight. Students observe seed structures and plant seeds. Next, students explore the work of engineers that mimic the design of plants, and improve the design of a paper helicopter that mimics plant seeds and extend their outdoor exploration to observe the parts of animals and insects. Students will then read an article about an engineer who designed a high speed train, using a bird beak as the model. Finally, students act as engineers to design a raft, using an external part of an animal or plant as a model, and construct an explanation of their design.

Essential Question:

• How can we use plant and animal structures to solve a human problem?

To answer these questions, students will:

• Observe features of plant materials and relate it to their function.
• Construct an explanation of the function of bean seeds.
• explore the work of engineers who mimic plants in design solutions
• observe features of animals and insects and relate to their function.
• connect changes in daylength to their observations of animals and insects.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 1-LS1-1; 1-ESS1-2; K-2-ETS1-2

What is Matter?

Overview:

Students investigate matter and its properties. Students begin by investigating the three states of matter (solid, liquid, and gas). They then move into an investigation of properties of matter (color, size, texture). Students use the knowledge gained to determine how properties of matter help materials scientists determine which materials are best suited for a given purpose. Students will then engage in an engineering design challenge to construct a playground structure that can withstand heavy use and heavy rain that causes the playground to flood.

Essential Question:

• How do a material's physical properties determine how it is used?

To answer these questions, students will:

• Ask questions about matter and its properties and how these properties best suit an intended purpose
• Predict and investigate how temperature causes changes to matter using ice cubes in different places in the classroom.
• Investigate and describe properties of matter using buttons’ color, texture, size, shape and temperature.
• Test materials to determine how they fit into categories and make connections to the use of the properties of matter.
• Use the properties of matter to build an object from smaller parts, then break it down and use the parts to create a new object.
• Groups participate in a design challenge to construct a paper bridge.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 2-PS1-1; 2-PS1-2; 2-PS1-3; 2-PS1-4; K-2-ETS1-2

Landforms and Bodies of Water

Overview:

Students begin the marking period 2 unit by exploring landforms in a virtual field trip, and then navigate a virtual island. Students develop a deeper understanding of water bodies on Earth through analysis of multiple sources. Students design their own island that includes seven landform or water features, and draw a two dimensional model with labels. Students explore changes to the Earth’s surface, and use a variety of print sources to make a claim as to whether Earth events occur quickly or slowly. They extend this understanding of different rates of change to Earth’s surface through an investigation of earthquakes. As a culminating activity, students explore the schoolyard to identify changes to the surface due to erosion, design a solution (by sketching) to flooding on the playground, construct a model of their engineering design solution, and construct an explanation how their design solves the problem of flooding on the playground during a heavy rainstorm.

Essential Question

• How does land change?

To answer these questions, students will:

• Ask questions about how the Grand Canyon was formed and model how water moves through landscapes.
• Obtain information about water existing in liquid or solid form and look for patterns for where it is found.
• Investigate Earth events that can happen slowly or quickly using sand, water and straws (wind).
• Research earthquakes and volcanic eruptions.
• Create a model of a structure that is able to block a house from wind.
• Demonstrate wind erosion of sand by gently blowing on the sand from different angles around their model.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 2-ESS2-2; 2-ESS2-3; K-2-ETS1-2; K-2 ETS1-3

What do Plants Need?

Overview:

In this marking period, students explore the phenomena of plant growth, seed dispersal, and pollination. Students begin by setting up an investigation to determine what plants need to grow and survive (sunlight and water). In the next four lessons, students investigate the role of pollinators and the interdependence of plants and animals. The unit ends with students researching the importance of bees in the pollination process and why it is vital to save them. Students will design a bee house and determine the best location to place it. Students will use block coding to program robots to simulate the movement of bees as they pollinate flowers.

Essential Question:

• How does a plant seed travel to sprout in a new place?

To answer these questions, students will:

• Design an investigation to determine if plants need sunlight and water to grow by growing plants under different conditions and collecting data.
• Use media,print and models to research how seeds are dispersed.
• Play a game to model how pollinators depend on plants for food and that plants need pollinators to help them reproduce.
• Design an investigation to determine if plants need sunlight and water to grow by growing plants under different conditions and collecting data.
• Create a designer seed and then decide how an animal will get and disperse the seed prior then write an explanation to illustrate how the shape of an object helps it function as needed.
• Observe pollinators outdoors then develop a coding sequence to make a Finch robot move as a pollinator moves.
• Explain why plants and humans depend on bees for pollination and research why bees need to be protected.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 2-LS2-1; 2-LS2-2; 2-PS1-4; K-2-ETS1-2;  K-2-ETS1-3

Biodiversity

Overview

Through this unit of study in marking period 4, students investigate the phenomena of habits and the animals that live in them. Throughout the unit, students will work towards the understanding of what a habitat is and the diversity of life that can be found. Students will begin by developing an understanding of what a habitat is by researching and investigating different habitats found throughout the world. Students will then incorporate their math skills by completing a graph on the diversity of life in different habitats and using that data to make a claim about diversity in a habitat. Finally, students will investigate the schoolyard diversity and use their investigation to design and build a bug trap to be placed in the school yard.

Essential Question:

• How does the environment determine the animals that live there?

To answer these questions, students will:

• Research habitats and the diversity of life within them.
• Use math skills to graph the diversity of life in different habitats and make a claim about the diversity in a habitat.
• Investigate schoolyard diversity, design and build a bug trap to be placed in the schoolyard.
• Make observations to determine the success of their bug trap design.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 2-LS4-1; 2-ESS2-2; K-2-ETS1-1

How do forces interact?

Overview:

Students will investigate forces. This includes balanced and unbalanced forces and magnetic forces. Students will begin to understand that unbalanced forces will cause an object to move and balanced forces will keep it in one place. Students develop their understanding of the phenomenon of forces through modeling balanced and unbalanced forces with different objects. Through these investigations, students will begin to make predictions about patterns of motion.

Essential Question:

• How does a catapult work?

To answer these questions, students will:

• Ask questions about the forces and motion of a catapult.
• Investigate balanced and unbalanced forces in the game of bowling.
• Predict the direction and motion of a ball as it rolls down a ramp.
• Use their knowledge of force and patterns of motion to design, build, test and explain the function of a catapult.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 3-PS2-1; 3-PS2-2; 3-PS2-3; 3-PS2-4; 3-ESS2-1; 3-5-ETS1-3

What is weather and climate?

Overview:

Students will investigate weather and climate. Students will define weather, analyze data to look for weather patterns, and develop the driving question board. They will analyze seasonal weather patterns. Students will be introduced to the difference between weather and climate and what the climate zones are around the United States and the world. Students explore four examples of extreme weather (blizzard, thunderstorm, tornado, and hurricane). They identify weather conditions for each and effects of the weather events on the environment.

Essential Question

• How do weather and climate affect our choices?

To answer these questions, students will:

• Ask questions about weather patterns and extreme weather.
• Determine the difference between weather and climate then analyze data to determine climate zones from around the world.
• Construct an anemometer to measure wind speed then analyze their data to look for patterns.
• Make observations of how magnets exert force on objects without touching it.
• Investigate the strength of one magnet versus two or more magnets.
• Apply their knowledge of magnetic fields to how they affect weather instruments.
• Explore different extreme weather events then design a house with a roof that can withstand an extreme weather event and keep the inside of the house dry when a cup of water is poured over it.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 3-ESS2-1; 3-ESS2-2; 3-ESS3-1; 3-5-ETS1-1

Animal Behaviors

Overview:

Through this unit of study, students investigate the phenomena of animal groups and animal adaptations.Throughout the unit, students will work towards an understanding to be able to answer the question, “What affects an organism’s survival?”. Students will investigate how animal groups help its members survive and the role of predators and prey. Students will also build the understanding that variations in traits (adaptations) among individuals of the same species can provide advantages in survival. Students begin by researching an animal and presenting their findings to the class. Students will then be able to mimic animal adaptations through an investigation of bird beaks and a frog’s tongue. The unit then progresses by having students integrating their previously learned knowledge of climate to how the climate affects an organism’s survival and the adaptations needed to survive in a particular biome.The unit’s culminating activity applies students knowledge by having them create a new species of animal that has been “discovered” in the Temperate Deciduous Forest that is not surviving well in the current location. They will have to decide which biome would better suit the newly discovered animal and why.

Essential Question:

• What affects an organism’s survival?

To answer these questions, students will:

• Ask questions about Emperor penguins huddling together for warmth and think about what affects organisms’ survival.
• Simulate animal grouping through a predator and prey simulation.
• Brainstorm different animal adaptations then research how adaptations affect animal survival.
• Investigate the structure and function of different beaks and decide which beak would best fit its food source.
• Explore how a frog’s tongue works to catch prey then use party blowers to mimic the action of a frog tongue to pick up pieces of paper.
• Gather information about animals of a particular biome to create a presentation to give to the class.
• Create an animal that has been discovered in the temperate deciduous forest biome and explain which biome this animal would best survive in if it were moved.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 3-LS2-1; 3-LS4-2; 3-LS4-3; 3-ESS2-1; 3-5-ETS1-3

Life Cycles and Inherited Traits

Overview

During this marking period, students will explore the phenomena of inherited traits. They will begin with an exploration of life cycles and compare animal, insect, and plant life cycles to come to the conclusion that all while the stages of life may be different, all organisms grow, reproduce, and die. Students will then investigate inherited traits of both animals and plants and what happens when the environment of the organism changes. Students end the unit by investigating fossils. Students will make comparisons to what the habitat looked like in the past and how it looks now and determine if the organisms in the fossil records would be able to survive today.

Essential Question:

• What are life cycles and inherited traits?

To answer these questions, students will:

• Interpret data from “hunting” fossils to determine clues about ancient habitats.
• Research different fossils from different states to draw conclusions about the possible environments then determine if the organism found in the fossil record would be able to survive today.
• Compare the life cycles of 4 different organisms, (ladybug, panda, cricket, flower) to determine that all organisms are born, grown, reproduce and die even if their life cycles are different.
• Observe, identify, and collect data related to inherited traits.
• Apply their knowledge of inherited traits to animals and plants and their offspring by completing a self-inventory and collecting data on their classmates.
• Analyze pictures of plants to identify inherited traits and trait variation.
• Evaluate five different solutions intended to lessen the impact of cars on an ecosystem and make a claim as to which solution is the best.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 3-LS1-1; 3-LS3-1;3-LS4-1; 3-LS4-4; 3-5-ETS1-2

Light and Sound Movement

Overview:

In marking period 1, students observe different forms of energy in order to understand how energy can transfer or move from place to place using sound, light, heat, and electric currents. Students investigate sound energy and plan and conduct investigations on the different ways we can observe sound energy, how it moves or transfers from place to place. Students will then build an instrument from recycled materials that will use sound energy. Next, students will observe images of different sources of heat and analyze evidence to demonstrate heat is moving from place to place in images and using a thermometer. To extend their knowledge, students will investigate the effect of the Sun’s heat on different colored paper, using a thermometer. Next, students plan and conduct a light energy energy experiment to examine the way light moves from place to place and through different types of matter. Students design a device that converts energy from one form to another. Then, students construct a solar oven to convert radiant light energy from the sun to heat energy. The ovens use reflection and absorption of light to generate heat. Finally, students build a device (circuit) to light a bulb using a light bulb holder, 2 wires, a battery, a battery holder, and a bulb. They will use this device to build their understanding of energy conversion (batteries to wire to bulb and back) and conversion (electrical energy transforms into light). Students will use computational thinking to program a robot to transmit and receive messages including the generation of light and sound.

Essential Question:

• How does energy transfer in different situations?

To answer these questions, students will:

• Design a rube Goldberg machine to show how energy is transferred.
• Investigate sound energy.
• Build an instrument from recycled materials.
• Observe images of different sources of heat.
• Use thermometers to demonstrate heat is moving from place to place.
• Plan and conduct a light energy experiment to examine the way light moves.
• Build a device (circuit) to light a bulb.
• Program a Finch robot to transmit and receive messages.
• Create the Rube Goldberg machine they designed at the end of the unit.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 4-PS4-2; 4-LS1-1; 4-LS1-2; 3-5-ETS1-1; 4-PS3-1; 4-PS3-3

Receiving and Processing Information

Overview:

To begin unit 2, students investigate how the senses work together to send signals to the brain and how the brain then processes this information. Students examine and develop a model drawing of the human eye to compare to an animal eye that has the ability to see well in the dark. Students will use these investigations to make connections to how an organism (human or animal) receives and processes information. Students will then design an investigation that allows them to see an object that is not immediately visible to the human eye. Students will continue to focus on the structures of different sensory body parts and how they help animals survive, specifically, different animal ear shapes and then design and create a new ear for themselves that will help them hear better. The students end the unit by designing a device based on animal adaptations, specifically ones for seeing in the dark and better hearing, that allows a person to see and hear better in the dark.

Essential Question

• How do organisms receive and process information?

To answer these questions, students will:

• investigate how the senses work together to send signals to the brain.
• examine and develop a model drawing of the human eye.
• design an investigation that allows them to see an object that is not immediately visible.
• Compare different animal ear shapes and then design and create a new ear for themselves that will help them hear better.
• Design a device based on animal adaptations.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations:

4-PS4-2; 4-LS1-1; 4-LS1-2; 3-5-ETS1-1; 4-PS3-1; 4-PS3-3

Transfer of Energy

Overview:

In this marking period, students are introduced to the anchor phenomena: bumper cars, and what happens when they collide. Students design a rubber band car prototype to help them explore how cars move and what happens when they collide. Students explore energy how is changed/transferred during a collision by observing and diagraming a domino chain. Students will apply their understanding to make claims about how energy is being transferred in a bumper car collision. Next, students will do a crash test of their rubber band cars from lesson 2 and make observations about how increased speed/energy affects objects in a collision. Finally, students will apply knowledge gleaned from previous lessons in this unit to work with a team of engineers to design, test, and iterate the world's fastest bumper so that it is functional, fun, and safe in a high energy collision. Students will support their claim by comparing their unmodified rubber band car from a previous lesson for their groups new design and gathering evidence that their new iteration mitigates the effects of a high energy impact collision.

Essential Question:

• What happens when objects collide?

To answer these questions, students will:

• Design and test a bumper car that is functional, fun, and safe.
• Identifying possible safety concerns that using the faster bumper car may create.
• Compare initial bumper car design to final design.
• Explore how energy is changed / transferred during a collision by observing a domino chain.
• Design and build a simple catapult.
• Describe how energy is transferred during a game of bowling.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 4-PS4-1;  4-ESS1-1; 4-ESS2-1; 3-5-ETS1-2 

Erosion and Weathering

Overview

In marking period 4, students explore the phenomenon of sediment flowing into streams and rivers after a rainfall event, and use Earth materials to model the phenomenon and make observations of erosion by water. Next, students investigate weathering processes by water, ice, and wind and relate weathering to increases in erosion rates. Then, students develop a model of a water wave to describe patterns and connect waves to the movement of Earth materials. Finally, students identify evidence from patterns in Earth materials that demonstrate that Earth's surface has changed over time. Students will then design and compare solutions to erosion in a local stream.

Essential Question:

• How does rain change the Earth’s surface?

To answer these questions, students will:

• Explore how sediment flows into streams and rivers after a rainfall event.
• Make observations of erosion by water.
• Observe the processes of weathering and erosion.
• Develop a model of a water wave
• Analyze images of the Grand Canyon to construct an explanation of changes in the Earth’s surface over time.
• Design solutions to reduce the effects of erosion on a stream.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 4-PS4-1; 4-ESS1-1; 4-ESS2-1; 3-5-ETS1-2; 4-ESS2-2; 4-ESS3-1; 4-ESS3-2; 3-5-ETS1-2 

Our Neighborhood, Our Watershed (ONOW)

Overview:

Students observe the phenomenon of runoff in the Chesapeake Bay watershed, and engage in a series of investigations to connect runoff in their neighborhood to the environmental health of the Chesapeake Bay. Students develop and use models of the schoolyard and watersheds to identify sites of runoff water. They design, construct and use a tool to collect a sample of water runoff during a rainfall event, and conduct water quality tests. Students use the results of their analysis to propose local actions to reduce the impact of runoff on the environmental health of the Chesapeake Bay. Finally, students take action to implement one of the proposed actions.

Essential Question:

• How does stormwater runoff affect our community and the environment?

To answer these questions, students will:

• Observe runoff in the Chesapeake Bay watershed.
• Evaluate current data on the state of the Bay.
• Construct a model watershed and use it to make observations of the effects of runoff water
• Create a map of their schoolyard during a school yard walk.
• Design and construct a tool to collect a sample of water runoff during a rainfall event in their schoolyard.
• Collect water runoff samples, and test the water samples.
• Use the results of their schoolyard runoff analysis to propose actions to improve the health of the Chesapeake Bay watershed.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 5-ESS2-1; 5-ESS2-2; 5-ESS3-1; 5-PS1-1; 5-PS2-1; 3-5-ETS1-2

Properties of Matter

Overview:

Students investigate the question “What happens to our garbage?” Through investigations, students will develop their understanding of chemical and physical changes.Through class demonstration, students model that matter is made of particles. Groups develop a model of solids to liquids to represent that solids and liquids are made of particles too small to see. Students carry out an investigation to measure the changes in properties of materials and that matter is made of particles too small to be seen.

Essential Question

• What happens to our garbage?

To answer these questions, students will:

• Observing changes in the properties of materials in a landfill bottle.
• Analyze the data from their investigation.
• Explore chemical changes in materials and conservation of matter.
• Plan and implement a crush investigation to record property and weight data.
• Develop an individual model of solids and liquids.
• Carry out an investigation to measure the changes in properties of materials and weight of a landfill bottle system over time.
• Investigate the separating of mixtures including solids and liquids.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations:

5-PS1-1; 5-PS1-2; 5-PS1-3; 5-PS1-4; 3-5 ETS1-3

Earth, Sun, Moon, and Stars

Overview:

Students observe the phenomenon of startrails, and explore the relationship between the Earth, Sun, Moon, and other stars. They begin by using a model to investigate the relative size and distance of the Earth, Sun, Moon and stars. Students ask questions about the apparent brightness of stars, and investigate how distance from Earth affects the apparent brightness of the star. They make observations of the length and direction of shadows throughout the day to develop an understanding of Earth’s rotation. Students engage in modeling to investigate how Earth’s revolution around the Sun explains changing positions of constellations in the night sky. At the end of the unit, students propose a solution to local light pollution to ensure success of a stargazing event.

Essential Question:

• How does the rotation of the Earth change the way we observe the stars?

To answer these questions, students will:

• Observe star trails.
• Model the relative distance of the Earth to the Sun, Moon and other stars.
• Investigate how distance affects the brightness of stars.
• Identify patterns of the changes in shadows over a day.
• Use models to build their understanding of how the Earth revolves around the Sun and the effect this has on what stars can be seen from Earth at different times of the year.
• Design a device to limit light pollution.
• Plan for a night sky observation community event.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 5-ESS1-1; 5-ESS1-2; 3-5-ETS1-2

Ecosystems

Overview

Students explore the phenomenon of plants and animals living and growing on a farm. Students develop a model to show how matter and energy move within a farm system. They conduct an investigation of plant growth to determine the source of new mass in plants. Students obtain information from multimedia resources to explain how different plant structures enable plants to get the air, water, and light they need to live and grow. They use models to describe how plants use sunlight, water and air to produce their own food. Students also explore the roles of decomposers and animals in an ecosystem. At the end of the unit, students design a farm that will grow food to provide healthy lunch choices at a local elementary school.

Essential Question:

• How do plants and animals get what they need to live and grow?

To answer these questions, students will:

• Grow four different kinds of seeds to investigate what plants need to live and grow.
• Observe a desert ecosystem and create a model of a food chain.
• Collect data on the growth of their seedlings and construct a line graph for each type of seed.
• Research plants commonly grown on Maryland farms.
• Sketch one of their seedlings, labeling the major plant parts and how each part helps the plant to make food.
• Construct an explanation of the roles of plants, animals, and decomposers in an ecosystem.
• Explore composting.
• Create a model of how to recycle food and yard waste into nutrients for a farm.
• Design a local farm that can produce healthy choices for school lunches.
• Research techniques that can be used to water their crops.

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: 5-PS1-1; 5-PS3-1; 5-LS1-1; 5-LS2-1; 3-5-ETS1-2