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-review attaching tools, fasteners, glue, tape
-review cutting tools
-tie in with humanities literature; incorporate multicultural fairy tales into this!
-reinforce engineering design process and how to work in response to a design challenge
-get to know engineering materials & cart at the start of the year

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The Insects and Plants Module provides experiences that heighten students' awareness of the living world. They come to know firsthand the life cycles of a number of insects. Students see the life cycles of insects unfold in real time and compare the stages exhibited by each species. At the same time, students grow one type of plant from seed and observe it through its life cycle to produce new seeds. In this module, students will

Provide for the needs of living insects and growing.

Observe beetles, moths, and butterflies change from larvae to pupae to adult. Observe insect mating and egg laying.

Compare structures on milkweed bugs to other kinds of insects.

Observe incomplete and complete metamorphosis.

Compare plant and animal life cycles.

Make predictions about the moth and butterfly life cycles, based on observations of other insects.

Communicate observations of the life cycle of plants and the structure, behavior, and life cycle of insects in words and drawings.

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The Insects and Plants Module provides experiences that heighten students' awareness of the living world. They come to know firsthand the life cycles of a number of insects. Students see the life cycles of insects unfold in real time and compare the stages exhibited by each species. At the same time, students grow one type of plant from seed and observe it through its life cycle to produce new seeds. In this module, students will

Provide for the needs of living insects and growing.

Observe beetles, moths, and butterflies change from larvae to pupae to adult. Observe insect mating and egg laying.

Compare structures on milkweed bugs to other kinds of insects.

Observe incomplete and complete metamorphosis.

Compare plant and animal life cycles.

Make predictions about the moth and butterfly life cycles, based on observations of other insects.

Communicate observations of the life cycle of plants and the structure, behavior, and life cycle of insects in words and drawings.

For a description of each investigation in the Insects and Plants Module and the correlations to the National Science Education Standards, download the Module Overview PDF.

To view the PDF version of the module summary, you must have the Adobe Acrobat Reader plug-in. Acrobat Reader is available free from Adobe.

©2012 UC Regents

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This is the SSI WDF WebContent version of the page provides basic information about a particular module. Each FOSS module has some text explaining its subject, aims, and methods. Linked from the module detail, as well as from the module OVERVIEW, which comes from the scope and sequence.

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October: Halloween Costume Design/Vocab Parade (3 weeks)

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October: Halloween Costume Design/Vocab Parade (3 weeks)

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-sewing; velcro; different fasteners
-Miss Alaneius vocabulary parade PBL Unit

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Late FALL/early WINTER: Structures of Life FOSS Unit

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Late FALL/early WINTER: Structures of Life FOSS Unit

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The anchor phenomenon for the Structures of Life Module is the diversity of plants and animals we observe in our world. Students experience that organisms exhibit a variety of strategies for life, have a variety of observable structures and behaviors, have varied but predictable life cycles, and reproduce their own kind by passing inherited characteristics to offspring. Students explore how individual organisms have variations in their traits that may provide an advantage in surviving in a particular environment, and how our knowledge of animals that survived in past environments is inferred by studying fossil characteristics. The driving questions for the module are where do organisms come from, how do they survive, and how are all the different kinds of plants and animals able to continue to exist on Earth?

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The anchor phenomenon for the Structures of Life Module is the diversity of plants and animals we observe in our world. Students experience that organisms exhibit a variety of strategies for life, have a variety of observable structures and behaviors, have varied but predictable life cycles, and reproduce their own kind by passing inherited characteristics to offspring. Students explore how individual organisms have variations in their traits that may provide an advantage in surviving in a particular environment, and how our knowledge of animals that survived in past environments is inferred by studying fossil characteristics. The driving questions for the module are where do organisms come from, how do they survive, and how are all the different kinds of plants and animals able to continue to exist on Earth?

Students observe, compare, categorize, and care for a selection of organisms. Students engage in science and engineering practices to investigate structures and behaviors of the organisms and learn how some of the structures function in growth, survival, and reproduction. Students look at the interactions between organisms of the same kind, among organisms of different kinds, and between the environment and populations over time. Students focus on these crosscutting concepts to develop understandings about organisms and population survival-patterns; cause and effect; scale, proportion, and quantity; systems and system models; structure and function; and stability and change

For a description of each investigation in Structures of Life and correlations to the Next Generation Science Standards, download the Structures of Life Module Overview PDF.

© 2018 UC Regents

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This is the SSI WDF WebContent version of the page provides basic information about a particular module. Each FOSS module has some text explaining its subject, aims, and methods. Linked from the module detail, as well as from the module OVERVIEW, which comes from the scope and sequence.

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Early WINTER: Balance & Motion FOSS Unit

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Early WINTER: Balance & Motion FOSS Unit

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-rollercoaster design
-calder mobiles
-review pushes/pulls since this group missed some in K/1
We live in a dynamic world where everything is in motion, or so it seems. But not everything is moving the same way. Some things move from one place to another. Other things rotate around and around. Still other things are stationary, stable for a time, balanced on a thin line between stop and go. Other objects move back and forth or vibrate. These are the global phenomena that students experience in the Balance and Motion Module. In this module, students will:

Create and use representational models to demonstrate stable balanced systems.

Construct and evaluate toys that demonstrate spinning, and explain how they operate.

Design runways to control or change the motion of marbles.

Communicate observations and compare stability an motion, using precise vocabulary.

Plan and carry out investigations with sound and with magnetic force.

Analyze and interpret observational data.

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We live in a dynamic world where everything is in motion, or so it seems. But not everything is moving the same way. Some things move from one place to another. Other things rotate around and around. Still other things are stationary, stable for a time, balanced on a thin line between stop and go. Other objects move back and forth or vibrate. These are the global phenomena that students experience in the Balance and Motion Module. In this module, students will:

Create and use representational models to demonstrate stable balanced systems.

Construct and evaluate toys that demonstrate spinning, and explain how they operate.

Design runways to control or change the motion of marbles.

Communicate observations and compare stability an motion, using precise vocabulary.

Plan and carry out investigations with sound and with magnetic force.

Analyze and interpret observational data.

For a description of each investigation in the Balance and Motion Module and the correlations to the National Science Education Standards, download the Module Overview PDF.

To view the PDF version of the module summary, you must have the Adobe Acrobat Reader plug-in. Acrobat Reader is available free from Adobe.

©2012 UC Regents

# data[].attributes.attachment_link.description
This is the SSI WDF WebContent version of the page provides basic information about a particular module. Each FOSS module has some text explaining its subject, aims, and methods. Linked from the module detail, as well as from the module OVERVIEW, which comes from the scope and sequence.

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Early SPRING: Solids, Liquids, and Gases FOSS Unit

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Early SPRING: Solids, Liquids, and Gases FOSS Unit

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The Solids and Liquids Module provides experiences that heighten primary students' awareness, curiosity, and understanding of the physical world and provides opportunities for young students to engage in scientific and engineering practices. Matter with which we interact exists in three fundamental states: solid, liquid, and gas. In this module, students will:

Investigate and sort objects based on their properties.

Observe, describe, and compare the properties and behaviors of solids and liquids. Record observations with pictures, numbers, and words.

Recognize the properties of solid materials that make them appropriate for tower construction; build towers.

Combine and separate solid materials of diff erent particle sizes using tools.

Observe, describe, and record what happens when solids and water are mixed and when liquids and water are mixed.

Use knowledge to conduct an investigation on an unknown material (toothpaste).

Use knowledge to conduct an investigation on an unknown material (toothpaste).

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The Solids and Liquids Module provides experiences that heighten primary students' awareness, curiosity, and understanding of the physical world and provides opportunities for young students to engage in scientific and engineering practices. Matter with which we interact exists in three fundamental states: solid, liquid, and gas. In this module, students will:

Investigate and sort objects based on their properties.

Observe, describe, and compare the properties and behaviors of solids and liquids. Record observations with pictures, numbers, and words.

Recognize the properties of solid materials that make them appropriate for tower construction; build towers.

Combine and separate solid materials of diff erent particle sizes using tools.

Observe, describe, and record what happens when solids and water are mixed and when liquids and water are mixed.

Use knowledge to conduct an investigation on an unknown material (toothpaste).

Use knowledge to conduct an investigation on an unknown material (toothpaste).

For a description of each investigation in the Solids and Liquids Module and the correlations to the National Science Education Standards, download the Module Overview PDF.

To view the PDF version of the module summary, you must have the Adobe Acrobat Reader plug-in. Acrobat Reader is available free from Adobe.

©2012 UC Regents

# data[].attributes.attachment_link.description
This is the SSI WDF WebContent version of the page provides basic information about a particular module. Each FOSS module has some text explaining its subject, aims, and methods. Linked from the module detail, as well as from the module OVERVIEW, which comes from the scope and sequence.

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Late WINTER: Toy Design PBL Unit (AR Made; 4 weeks)

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Late WINTER: Toy Design PBL Unit (AR Made; 4 weeks)

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-apply what you learned about balance and motion to create your own game or toy
-pull on Games Galore! Padlet from DL, like balance toy, as well as RAFT kit around wheels'axles
-study simple machine wheels & axles so not all simple machines are introduced in 3rd/4th

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Late SPRING: Properties of Materials Amplify Unit

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Late SPRING: Properties of Materials Amplify Unit

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How can you design a mixture for a certain purpose? For centuries, humans have undertaken this challenge. From the creation of medicines, paints, and building materials, to the development of cleaning products, adhesives, and foods, mixtures have proven to be essential to life as we know it. By mixing ingredients together, it’s possible to create a mixture that takes on some of the properties of its ingredients. In this unit, students take on the role of glue engineers and use engineering design practices to create a glue for use at their school, which serves as the design problem for the unit. They conduct hands-on investigations to observe properties of a variety of possible glue ingredients and learn how certain materials respond to heating and cooling;

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SPRING: How Small Parts Make Up Bigger Systems

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SPRING: How Small Parts Make Up Bigger Systems

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-builds off toy design culminating project for balance/motion
-lego mini unit
-improve play dough process mini unit
-loop in before/during/after properties of materials unit SB will do

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-lego mini unit of study (look at stable structures, maybe some bridge building, fun designs, how to overlay bricks to make it stronger); lego car crash test project - 3 weeks
-look at how legos are made (plastic focus) and look at the system of production; that can illustrate how systems have parts as well

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Mid SPRING: Improve a Play Dough Process EiE unit

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Mid SPRING: Improve a Play Dough Process EiE unit

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-great to. follow properties of materials with SB
-intro to chemical engineering
-Child’s play. If you’ve ever followed a recipe, you know that the amount of each ingredient and the order in which you mix them matters. Chemical engineers use these same principles when designing processes. When students read the storybook Michelle’s MVP Award, they learn about a girl who designs a better way to make play dough. The activities in this unit reinforce the science concepts “solid” and “liquid” as students explore the properties of different materials—and the properties of mixtures of materials. The final engineering design challenge? Think like a chemical engineer and design a process for making high-quality play dough.

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Unit Overview

Child's play. If you've ever followed a recipe, you know that the amount of each ingredient and the order in which you mix them matters. Chemical engineers use these same principles when designing processes. When students read the storybook Michelle's MVP Award, they learn about a girl who designs a better way to make play dough. The activities in this unit reinforce the science concepts "solid" and "liquid" as students explore the properties of different materials-and the properties of mixtures of materials. The final engineering design challenge? Think like a chemical engineer and design a process for making high-quality play dough.

Core Program Unit Components

Bring equity and excellence to your classroom. Engineering is Elementary, 2nd edition core program components, plus ten Resources for Diverse Learners (RDL), broaden access to engineering for English learners and students with special needs.

Ten Resources for Diverse Learners
As a set of high impact resources, the Resources for Diverse Learners are designed to help remove distractions and decrease literacy demands so that all students can succeed in engineering and problem solving. Built-in vocabulary support, suggestions for objects to create context and background; multiple points of entry for different learning styles; and multiple ways for learners to express understanding meet the needs of today's diverse classroom.

Resource for Diverse Learners
Included in the Teacher Guide Packaged with the Teacher Guide Included in Digital Unit

Flip book Storybook English and Spanish ¹

*

*

Character Cards ¹

*

*

Visual Vocabulary Cards ¹

*

*

Illustrated Engineering Design Poster - English

8.5x11in. included
(available for sale in 20x30 in.)

*

Illustrated Engineering Design Poster - Spanish

8.5x11in. included
(available for sale in 20x30 in.)

*

Materials Reference Sheet ¹

*

*

¹ Spanish version available in the Digital Unit only.

Create a STEM mindset. Implement engineering with fidelity. Partner with EiE to create a culture of STEM and problem solving and you learn best practices for teaching STEM and share knowledge through Team Professional Days, EiE training courses and Teacher-in- Residence programs. Explore our professional development programs and start with STEM.

The Digital Unit provides online access to the Educator Guide and a variety of Resources for Diverse Learners to help educators prep anytime; access and easily download duplication masters, and project the duplication masters to the classroom.

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a work in process: improving a play dough process | engineering is elementary | eie

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A Work in Process: Improving a Play Dough Process

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Unit Overview Child's play. If you've ever followed a recipe, you know that the amount of each ingredient and the order in which you mix them matters. Chemical engineers use these same principles when designing processes. When students read the storybook Michelle's MVP Award, they learn about a girl who designs a better way to make play dough.

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Late SPRING: Patterns/Mosaic Art and Math Integration PBL Unit (AR made)

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Late SPRING: Patterns/Mosaic Art and Math Integration PBL Unit (AR made)

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-create a school mural using mosaic art form
-culminating project to big unit on how small parts make up complex systems
-great way to incorporate community values, heroes, elevate other stories
-perhaps can be installed out near garden? if mural not possible, students could make smaller tiles to keep