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6.2 Thermal Energy
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6.2 Thermal Energy
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Unit Summary
This unit on thermal energy transfer begins with students testing whether a new plastic cup sold by a store keeps a drink colder for longer compared to the regular plastic cup that comes free with the drink. Students find that the drink in the regular cup warms up more than the drink in the special cup. This prompts students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that might explain why one drink warms up more than the other. 
Students investigate the different cup features they conjecture are important to explaining the phenomenon, starting with the lid. They model how matter can enter or exit the cup via evaporation However, they find that in a completely closed system, the liquid inside the cup still changes temperature. This motivates the need to trace the transfer of energy into the drink as it warms up. Through a series of lab investigations and simulations, students find that there are two ways to transfer energy into the drink: (1) the absorption of light and (2) thermal energy from the warmer air around the drink. They are then challenged to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints.
This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence: MS-PS1-4*, MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-PS4-2*, MS-ETS1-4. The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

Subject:
Physical Science
Material Type:
Activity/Lab
Lesson
Module
Provider:
OpenSciEd
Date Added:
09/10/2019
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6.3 Weather, Climate & Water Cycling
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6.3 Weather, Climate & Water Cycling
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The goals of OpenSciEd are to ensure any science teacher, anywhere, can access and download freely available, high quality, locally adaptable full-course materials. REMOTE LEARNING GUIDE FOR THIS UNIT NOW AVAILABLE!

This unit on weather, climate, and water cycling is broken into four separate lesson sets. In the first two lesson sets, students explain small-scale storms. In the third and fourth lesson sets, students explain mesoscale weather systems and climate-level patterns of precipitation. Each of these two parts of the unit is grounded in a different anchoring phenomenon.

Subject:
Environmental Science
Physical Science
Atmospheric Science
Material Type:
Full Course
Lesson
Lesson Plan
Module
Teaching/Learning Strategy
Unit of Study
Author:
OpenSciEd
Date Added:
08/18/2020
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7.1 Chemical Reactions & Matter Transformations
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7.1 Chemical Reactions & Matter Transformations
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To pique students’ curiosity and anchor the learning for the unit in the visible and concrete, students start with an experience of observing and analyzing a bath bomb as it fizzes and eventually disappears in the water. Their observations and questions about what is going on drive learning that digs into a series of related phenomena as students iterate and improve their models depicting what happens during chemical reactions. By the end of the unit, students have a firm grasp on how to model simple molecules, know what to look for to determine if chemical reactions have occurred, and apply their knowledge to chemical reactions to show how mass is conserved when atoms are rearranged.

Subject:
Life Science
Physical Science
Material Type:
Lesson
Lesson Plan
Module
Teaching/Learning Strategy
Unit of Study
Author:
OpenSciEd
Date Added:
09/16/2020
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7.3 Metabolic Reactions
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7.3 Metabolic Reactions
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Unit Summary
This unit on metabolic reactions in the human body starts out with students exploring a real case study of a middle-school girl named M’Kenna, who reported some alarming symptoms to her doctor. Her symptoms included an inability to concentrate, headaches, stomach issues when she eats, and a lack of energy for everyday activities and sports that she used to play regularly. She also reported noticeable weight loss over the past few months, in spite of consuming what appeared to be a healthy diet. Her case sparks questions and ideas for investigations around trying to figure out which pathways and processes in M’Kenna’s body might be functioning differently than a healthy system and why. 
Students investigate data specific to M’Kenna’s case in the form of doctor’s notes, endoscopy images and reports, growth charts, and micrographs. They also draw from their results from laboratory experiments on the chemical changes involving the processing of food and from digital interactives to explore how food is transported, transformed, stored, and used across different body systems in all people. Through this work of figuring out what is causing M’Kenna’s symptoms, the class discovers what happens to the food we eat after it enters our bodies and how M’Kenna’s different symptoms are connected.
This unit builds towards the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence: MS-LS1-3, MS-LS1-5, MS-LS1-7, MS-PS1-1, MS-PS1-2. The OpenSciEd units are designed for hands-on learning, and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.
Additional Unit InformationNext Generation Science Standards Addressed in this UnitPerformance ExpectationsThis unit builds toward the following NGSS Performance Expectations (PEs):

Subject:
Physical Science
Material Type:
Activity/Lab
Lesson
Module
Provider:
OpenSciEd
Date Added:
09/10/2019
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7.4 Matter Cycling & Photosynthesis
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7.4 Matter Cycling & Photosynthesis
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Students figure out that they can trace all food back to plants, including processed and synthetic food. They obtain and communicate information to explain how matter gets from living things that have died back into the system through processes done by decomposers. Students finally explain that the pieces of their food are constantly recycled between living and nonliving parts of a system.

Subject:
Life Science
Physical Science
Material Type:
Lesson
Lesson Plan
Module
Teaching/Learning Strategy
Unit of Study
Author:
OpenSciEd
Date Added:
09/16/2020
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8.2 Sound Waves
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8.2 Sound Waves
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Unit Summary
In this unit, students develop ideas related to how sounds are produced, how they travel through media, and how they affect objects at a distance. Their investigations are motivated by trying to account for a perplexing anchoring phenomenon — a truck is playing loud music in a parking lot and the windows of a building across the parking lot visibly shake in response to the music.
They make observations of sound sources to revisit the K–5 idea that objects vibrate when they make sounds. They figure out that patterns of differences in those vibrations are tied to differences in characteristics of the sounds being made. They gather data on how objects vibrate when making different sounds to characterize how a vibrating object’s motion is tied to the loudness and pitch of the sounds they make. Students also conduct experiments to support the idea that sound needs matter to travel through, and they will use models and simulations to explain how sound travels through matter at the particle level.
This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence: MS-PS4-1, MS-PS4-2. The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

Subject:
Physical Science
Material Type:
Activity/Lab
Lesson
Module
Provider:
OpenSciEd
Date Added:
09/10/2019
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8.3 Forces at a Distance - Unit Overview
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8.3 Forces at a Distance - Unit Overview
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This unit launches with a slow-motion video of a speaker as it plays music. In the previous unit, students developed a model of sound. This unit allows students to investigate the cause of a speaker’s vibration in addition to the effect.

Students dissect speakers to explore the inner workings, and engineer homemade cup speakers to manipulate the parts of the speaker. They identify that most speakers have the same parts–a magnet, a coil of wire, and a membrane. Students investigate each of these parts to figure out how they work together in the speaker system. Along the way, students manipulate the components (e.g. changing the strength of the magnet, number of coils, direction of current) to see how this technology can be modified and applied to a variety of contexts, like MagLev trains, junkyard magnets, and electric motors.

Subject:
Physics
Material Type:
Unit of Study
Provider:
OpenSciEd
Date Added:
02/26/2020
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Are seatbelts important for safe driving? (3rd grade Physical Science Unit)
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Are seatbelts important for safe driving? (3rd grade Physical Science Unit)
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In this Unit, students embark on a mission to create a campaign which promotes seat belt use for a teenage audience. In the context of this project, students explore NGSS PE’s 3-PS2-2, 3-PS2-1, 3-5-ETS1-1, 3-PS2-3, and 3-PS2-4 while investigating the effects of balanced and unbalanced forces acting on an object. Through a series of collect evidence to write a claim based on evidence for why seatbelts are important.

Download: ForcesAndInteractions.3rdgrade_krEFi7M.pdfDelete
Google Drive with Teacher Resources

Portions of this storyline can be successfully implemented without access to FOSS instructional or lab materials. Specifically, the unit entry event, driving question, supplemental lessons and online resources, etc., can still be used to engage students in learning the addressed NGSS bundle.

For most recent version of this unit, please visit www.stemmaterials.org

Subject:
Physical Science
Material Type:
Activity/Lab
Provider:
Educational Service District 112
Author:
Pranjali Upadhyay
Date Added:
01/04/2019
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COVID-19 & Health Equity, Grades 3-5
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COVID-19 & Health Equity, Grades 3-5
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The COVID-19 Pandemic is a clear example of how science and society are connected. This unit explores how different communities are differentially impacted by the virus through the lens of historical inequities in society. In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

Subject:
Environmental Science
Health, Medicine and Nursing
Life Science
Social Science
Material Type:
Lesson
Lesson Plan
Module
Teaching/Learning Strategy
Unit of Study
Author:
Learning in Places
NextGen Science Storylines
OpenSciEd
Date Added:
09/16/2020
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COVID-19 & Health Equity, High School Science
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COVID-19 & Health Equity, High School Science
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This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities, especially communities of color. Specific learning targets are listed at the beginning of each lesson and highlight a core idea for the lesson, the science and engineering practice students will engage in, and the crosscutting concept students will use in the lesson. i

Subject:
Environmental Science
Health, Medicine and Nursing
Life Science
Material Type:
Lesson
Lesson Plan
Module
Teaching/Learning Strategy
Unit of Study
Author:
BSCS Science Learning
OpenSciEd
Date Added:
09/16/2020
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Climate Science Learning
Climate Science Learning
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ClimeTime is a state-led network for climate science learning that helps teachers and their students understand climate science issues affecting Washington communities.

OSPI manages the network and the grant funding flows through all nine Educational Service Districts (ESDs) in Washington ($3 million) and seven community-based organizations (CBOs) ($1 million) which are launching programs for science teacher training linking Next Generation Science Standards (NGSS) and climate science. In addition to teacher professional development, the project supports the 16 grantees to develop instructional materials, design related assessment tasks and evaluation strategies, and facilitate student events.

Subject:
Environmental Science
Environmental Studies
Material Type:
Case Study
Author:
ClimeTime: Climate Science Learning
Date Added:
07/30/2019
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Ecosystem Invasion! (3rd Grade Life Science Unit)
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Ecosystem Invasion! (3rd Grade Life Science Unit)
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This integrated 3rd grade unit addresses the NGSS Life Science bundles for Interdependent Relationships in Ecosystems (3-LS2-1, 3-LS4-3, and 3-LS4-4) and Inheritance and Variation of Traits: Life Cycles and Traits (3-LS1-1, 3-LS3-1, 3-LS3-2, and 3-LS4-2). Students embark on a mission to protect their native plants and animals by devising a plan to regulate and prevent the spread of invasive species in the area. Through a series of FOSS investigations and other OER (open educational
resource) lessons and activities, students learn about how an organism’s traits aid in survival, how parents pass on traits to their offspring, and how the environment influences plant and animal traits and behaviors.

Subject:
Environmental Science
Life Science
Material Type:
Activity/Lab
Author:
Pranjali Upadhyay
Date Added:
01/04/2019
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Free COVID-19 (SARS-CoV-2) Illustrations
Conditional Remix & Share Permitted
CC BY-NC-SA
Free COVID-19 (SARS-CoV-2) Illustrations
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Our artists are creating a collection of illustrations of SARS-CoV-2, the virus that causes COVID-19, in a variety of styles. Each illustration is available in multiple iterations. Download a package of editable image files by clicking the arrow at the bottom right of the image panel. Please review our licensing requirements below. Check back for new additions to the collection.

We encourage you to use and adapt these illustrations for non-commercial purposes.

Subject:
Life Science
Material Type:
Diagram/Illustration
Author:
Innovative Genomics Institute
Date Added:
04/24/2020
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Gimme Shelter: K-2 STEM@Home Project
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Gimme Shelter: K-2 STEM@Home Project
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Join us as we create a shelter for our tiny imaginary pet! Students will investigate how different surfaces are heated differently by the sun and will design a shelter to help a critter stay cool and dry in the shade.

Subject:
Physical Science
Geology
Material Type:
Activity/Lab
Author:
Vickei Hrdina
Date Added:
05/11/2020
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Grade 1 - Elementary Framework for Science and Integrated Subjects: Plants and Their Parts
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Grade 1 - Elementary Framework for Science and Integrated Subjects: Plants and Their Parts
Rating

Elementary Frameworks for Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the Frameworks is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for the Elementary Frameworks can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

Subject:
Education
Elementary Education
English Language Arts
Life Science
Material Type:
Activity/Lab
Author:
Georgia Boatman
Washington OSPI OER Project
Kimberley Astle
Ellen Ebert
Barbara Soots
Date Added:
06/08/2020
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Grade 2 - Elementary Framework for Science and Integrated Subjects: Tumbling Tumbleweeds
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Grade 2 - Elementary Framework for Science and Integrated Subjects: Tumbling Tumbleweeds
Rating

Elementary Frameworks for Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the Frameworks is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for the Elementary Frameworks can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

Subject:
Environmental Science
Education
Elementary Education
Life Science
Material Type:
Activity/Lab
Reading
Author:
Georgia Boatman
Washington OSPI OER Project
Kimberley Astle
Ellen Ebert
Barbara Soots
Date Added:
06/22/2020
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Grade 3 - Elementary Framework for Science and Integrated Subjects: How Do Plants Grow and Survive
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CC BY
Grade 3 - Elementary Framework for Science and Integrated Subjects: How Do Plants Grow and Survive
Rating

Elementary Frameworks for Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the Frameworks is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for the Elementary Frameworks can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

Subject:
Education
Elementary Education
English Language Arts
Reading Informational Text
Life Science
Measurement and Data
Material Type:
Activity/Lab
Reading
Author:
Georgia Boatman
Barbara Soots
Ellen Ebert
Kimberley Astle
Washington OSPI OER Project
Date Added:
06/09/2020
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Grade 4 - Elementary Framework for Science and Integrated Subjects: Sage Grouse and Sagebrush, Threatened Partners
Unrestricted Use
CC BY
Grade 4 - Elementary Framework for Science and Integrated Subjects: Sage Grouse and Sagebrush, Threatened Partners
Rating

Elementary Frameworks for Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the Frameworks is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for the Elementary Frameworks can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

Subject:
Environmental Science
Environmental Studies
Education
Elementary Education
English Language Arts
Reading Informational Text
Life Science
Biology
Material Type:
Activity/Lab
Lesson Plan
Module
Reading
Teaching/Learning Strategy
Author:
Georgia Boatman
Washington OSPI OER Project
Kimberley Astle
Ellen Ebert
Barbara Soots
Date Added:
06/25/2020
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Grade 5 - Elementary Framework for Science and Integrated Subjects: Where Do Plants Get What They Need to Grow?
Unrestricted Use
CC BY
Grade 5 - Elementary Framework for Science and Integrated Subjects: Where Do Plants Get What They Need to Grow?
Rating

Elementary Frameworks for Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the Frameworks is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for the Elementary Frameworks can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

Subject:
Education
Elementary Education
English Language Arts
Reading Informational Text
Life Science
Biology
Material Type:
Activity/Lab
Lesson Plan
Module
Reading
Author:
Georgia Boatman
Barbara Soots
Ellen Ebert
Kimberley Astle
Washington OSPI OER Project
Date Added:
06/29/2020
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