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 I can explain the patterns of sunrise and sunset in the different seasons.

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 I can explain the patterns of sunrise and sunset in the different seasons.

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1-ESS1-1. | Use observations of the sun, moon, and stars to describe patterns that can be predicted.

1-ESS1-2. | Make observations at different times of year to relate the amount of daylight to the time of year.

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I can prove that some matter changed by heating or cooling can be changed back to its original state, while some other types of matter cannot be changed back.

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I can prove that some matter changed by heating or cooling can be changed back to its original state, while some other types of matter cannot be changed back.

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2-ESS2-1. | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

2-ESS2-2. | Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3. | Obtain information to identify where water is found on Earth and that it can be solid or liquid.

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I can explain how some earth events can occur quickly while other events can happen slowly.

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I can explain how some earth events can occur quickly while other events can happen slowly.

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2-ESS2-1. | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

2-ESS2-2. | Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3. | Obtain information to identify where water is found on Earth and that it can be solid or liquid.

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I can identify that changes in an environment can be natural or manmade and that they may be harmful or beneficial to the organisms living in that environment.

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I can identify that changes in an environment can be natural or manmade and that they may be harmful or beneficial to the organisms living in that environment.

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2-ESS2-1. | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

2-ESS2-2. | Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3. | Obtain information to identify where water is found on Earth and that it can be solid or liquid.

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I can observe the changing phases of the moon and determine the repeating pattern.

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I can observe the changing phases of the moon and determine the repeating pattern.

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MS-ESS1-1. | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

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I can understand that objects have many observable properties such as size, mass, shape, color, temperature, magnetism, and the ability to interact and to react with other substances.

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I can understand that objects have many observable properties such as size, mass, shape, color, temperature, magnetism, and the ability to interact and to react with other substances.

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2-PS1-2. | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

2-PS1-3. | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

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I can classify material objects by their properties providing evidence to support their classifications.

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I can classify material objects by their properties providing evidence to support their classifications.

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2-PS1-1. | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

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I can identify the main parts of a plant.

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I can identify the main parts of a plant.

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2-LS2-1. | Plan and conduct an investigation to determine if plants need sunlight and water to grow.

2-LS2-2. | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

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I can describe the various ways that seeds are dispersed.

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I can describe the various ways that seeds are dispersed.

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2-LS2-1. | Plan and conduct an investigation to determine if plants need sunlight and water to grow.

2-LS2-2. | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

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I can create models that look like land and bodies of water in an area.

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I can create models that look like land and bodies of water in an area.

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2-ESS2-1. | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*

2-ESS2-2. | Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3. | Obtain information to identify where water is found on Earth and that it can be solid or liquid.

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ENGAGE: Students have a previous background of landforms and maps from a social studies lesson. Today we are going to review landforms.  Using your marker boards you are going to do your best drawing the landform that I pull out of our class hat.
*Continue this activity for 10 minutes or so.

Have students watch the exploration video from Mystery Science (HERE)

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We are going to work to answer that question: Where would you go if you floated down a river? We are going to make our own model of land and rivers, the water flow in the earth.
Pair students, or divide into groups of three.

Working as a pair crumble the two pieces of paper around your fist (pick jobs!)

Really crumble this piece of paper. Do it a second time!

Unfold the paper and tape to the flat piece of oak tag (Teacher: help the groups tape the four corners of their crumbled piece in a bit, so you get the three-dimensional effect)

Use a blue marker (washable)  to draw on the high spots. In your model where are the high spots. Take turns marker ALL of the high spots with a blue marker.

Gather all groups and watch as each group sprays their project with water.

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Where do rivers "end up?"

What landform does your landform illustrate?

Some rivers are as wide as lakes. When you see one, how can you tell it’s a river, and not a lake?

Which way does this river flow?

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Mystery Science(2020). https://mysteryscience.com/water/mystery-1/mapping-earth-s-surface-features/112

Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

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ENGAGE: Show students the 30 Sunsets from PBS

Tell students they will be taking home the "Sun Bag"-taking turns for a month.  Part of being a good scientist is making observations.  When they have the Sun Bag it will be their turn to record information about the Sunset. (Recording Sheet HERE). Each student will also have a copy of The Sun: Our Nearest Star.  They need to share this with a family member on their night.

After the students use the Sun Bag for a month, the class will build a sun calendar.

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30 Sunsets-Summer to Winter | PBS LearningMedia

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Explore the apparent movement of the Sun along the horizon as it sets at different time of the year in this time-lapse video from WGBH. The video helps students analyze and describe regular patterns of the Sun's position in the sky over time and compare the Sun's position at different times of the year.

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Using weather data site record the sunrise time on a chart with the class (assign dates to groups)

Use student data to add the sunset.  Students can do a segment as groups

After work time, the class comes back together and uses the data to complete a bar graph for the entire month.

The educator can collect and display for students. If technology is available, students can come to the bar graph and add their data (or chart paper is an option)

Note: This is a unit that will stretch out over time, and the pattern discussion can be used to address math standards as well.

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Science Journal Prompt: Is there a pattern to how much daylight we get each season, month or day?

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1. Assign groups 1 of the following questions.

What is pollen? Have you ever seen pollen before?

What is a pollinator? What are some examples of pollinators?

How do animals help move seeds from one place to another?

Besides animals, what else helps move seeds from one place to another?

Why do plants need help moving their seeds from one place to another?

How does water help move seeds?

2. Collect answers on a pre-organized class chart.

ENGAGE: Show video from Generation Genius The Pollinators

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ENGAGE: Assign the reading (this can be done as a buddy read, or as an individual). There is a read-to-me option with this particular article, though educators can also make decisions based on what they have available to them. (EPIC)
When students are done with their readings, as a class label the plant on the chart paper, or smart board.

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Write down four parts of a plant.

Draw and label three things you eat from plants. What plant part are they?

Draw a plant and label the five external parts of it.

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Learn the five main parts of a plant: The stem, leaves, flowers, fruits and roots. There parts help plants survive. Let's see some examples. Watch now!

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ENGAGE: Could you build a house out of paper?

Let's try.  Give pre-selected materials to try to build a house out of paper.  10-15 minutes. (these materials can be post its, paper-a few index cards). Try not to give away too much for the actual experiment.

Show the video from Mystery Science

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In this video, an Inuit boy living in northern Canada learns how to build a traditional igloo from his father. (2:53, BBC)

Watch and discuss: Why do you think they used snow to build their shelter? Do you think it was a good idea for the boy to learn this skill? How would you feel about spending the night in an igloo?

When you're done, read "A House of Snow and Ice" to find out more, and discuss. (Grades 2/3, Ohio State University)

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In this video, an Inuit boy living in northern Canada learns how to build a traditional igloo from his father. (2:53, BBC) Watch and discuss: Why do you think they used snow to build their shelter? Do you think it was a good idea for the boy to learn this skill?

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ENGAGE: Students complete a Turn and Talk for the following questions.  Partners record ideas on the recording sheet. (HERE)

What kinds of materials have the property of being stretchy?

What kinds of materials can absorb liquid?

What kinds of materials are strong?

What kind of materials would you use to build a bridge? Why?

Students watch the video from Generation Genius. (LINKED)

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ENGAGE: Play a game of charades with the students where they act out the answers to these questions:

Why do we need clean air?

Why do we need clean water?

Why do we need clean land?

What is recycling?

What is litter?

What is pollution?

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ENGAGE: Play with the Moon Observation Interactive demonstration from PBS (Linked)
Take observations from

Tell students they will be taking home the "Moon Bag"-taking turns for a month.  Part of being a good scientist is making observations.  When they have the Moon Bag it will be their turn to record information about the Moon. (Recording Sheet HERE). Each student will also have a copy of Moon! Earth's Best Friend

They need to share this story with a family member on their night.

After the students use the Moon Bag for a month, the class will build a collection of data. (see Group Activity)

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ENGAGE: Melt ice with hot water at front of the classroom.

What can happen to water if you make it really cold?

Share video of time lapse, water freezing. (Linked)

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ENGAGE: Share video with class from Generation Genius.

Before students begin experiment, check in with the following comprehension questions:

How does an earthquake change the Earth’s surface?

How does a volcano change the Earth’s surface?

How would you describe a landslide?

How does a rough rock become smooth?

How did the Grand Canyon form?

How does a glacier change the land?

These can be asked in a whole group setting, or the educator can divide up amongst groups.

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Using weather data site or the calendar to record the moon phases on a chart with the class (assign dates to groups)

Use student data to add the illustration of the moon.  Students can do a segment as groups

After work time, the class comes back together and makes a class flipbook with the data collection.

The educator can collect and display for students. If technology is available, educators can make a digital time-lapse of the moon.

Note: This is a unit that will stretch out over time, and the pattern discussion can be used to address math standards as well.

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How long does a full moon last?

But is a full moon really "full?"

Why is the half moon called a "quarter moon?"

How does our flip book compare to the app? (revisit PBS app)

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Fold the paper in half both ways

Cut out one rectangle.

Next sketch a thick letter T onto the paper and cut out the T.

Snip the middle of T at the top.

Fold the right side in one direction and the left side in the other direction.

Raise those flaps up gently so it looks like a helicopter.

Fold the bottom part of the T up about 1 centimeter and attach the paper clip.

Carefully drop it from a high place and watch it twirl.

Extension:  Maple seeds glide down slowly and can be carried by wind to land far from the tree it grew on. Let's take a field trip and see if we can find an example of this in our outside classroom.

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Beans in a bag:

Each child should have a Ziploc bag.

Students can add dirt to the bag from a central location

Students place bean seeds and add a small amount of water to their bag.

Using wide popsicle sticks the students build a frame with their name and date on the outside of the "Bag Garden".

The educator helps students make a time-lapse video of the garden.

The students add their beans to school garden, when educator can continue to assess understanding of plant needs.

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Share with Students this information about How it Works!
The weight of the paper clip pulls the maple seed model down toward the ground due to gravity. Due to its shape, the moving air pushes up on the blades and causes it to spin around. This is similar to the shape of helicopter blades.  Can you think of something outside that works like this?  (See extension in group activity)

Exit Ticket:

What are two ways that seeds move from one place to another?

What is a pollinator? Draw and label two examples.

Why do plants need to move their seeds from one place to another?

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Students add observations to their science journal weekly about their garden.

They can also respond to these questions (as groups, each recording in their science journal or individually)

What is the function of a seed?
How does a plant tell us it is alive?
What are the main parts of a plant?

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Use the video from Mystery Science to guide students through the activity.

Note: You will need the following supplies gathered before students begin
Paper Towers worksheet
Hardcover Books
Rulers |
Scissors |
Index Cards (3x5) | 20 for each group
Paper Clips

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In this video, an Inuit boy living in northern Canada learns how to build a traditional igloo from his father. (2:53, BBC)

Watch and discuss: Why do you think they used snow to build their shelter? Do you think it was a good idea for the boy to learn this skill? How would you feel about spending the night in an igloo?

When you're done, read "A House of Snow and Ice" to find out more, and discuss. (Grades 2/3, Ohio State University)

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In this video, an Inuit boy living in northern Canada learns how to build a traditional igloo from his father. (2:53, BBC) Watch and discuss: Why do you think they used snow to build their shelter? Do you think it was a good idea for the boy to learn this skill?

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We know that builders can use boards to build buildings (all kinds of buildings)-Note: Teacher should gather a collection of buildings and project them on the smart board, but can you use paper to build too?

How did you change the properties of the paper so it was strong enough to hold the book?

Students make a list of the properties of paper after they built with it, next to the list from the engagement for the lesson.

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Cut open two baby diapers.

Pull out the fluffy material inside and put it in a Ziploc bag.

Seal the bag and shake it for 30 seconds.

With the help of an adult, cut one small corner of the bag to get the powder out.

Put the powder into an empty plastic cup.

Pour warm water into the cup about halfway.

Wait one minute and then observe what is in the cup.

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Students can make self-choice on three of the following questions in the student portfolio. They can illustrate and write.  After students have completed their notebooks, class share time would be useful.

1. What was the property you discovered about the material inside the baby diaper?

2. Why is this property useful?

3. Why is pizza not a good choice for building a chair?

4. How could you test different materials to see which is the most absorbent?

5. What property of a school crossing sign serves its purpose of being easily seen?

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Mix 1/2-cup of water and 1 cup glue in a cup.

Place the bowl upside-down on a paper plate.

Wrap the bowl in plastic wrap.

Paint a newspaper strip with the glue mixture on both sides.

Lay the wet strips on the upside-down bowl.

Repeat until you have completely covered the bowl with two layers.

Let it dry for one day.

Remove your paper bowl from the plastic wrap.

Trim the bowl’s edge with scissors.

Decorate!

*Warning:This bowl is for decoration only. Do not use it for food or water.*

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Name three different natural resources.

Which natural resources do plants and animals use?

What are two ways we can conserve our natural resources?

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Use two large rubber bands to secure two textbooks together.

Place four marbles in-between the two books.

Make sure the marbles are close to the corners but will not fall out when shaking.

On top of the books, build a sugar cube house that’s three cubes high and three cubes wide.

Now push and pull on the top book to simulate an earthquake.

Try building structures of different sizes and shapes to see which one is best.

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Name one way the Earth’s surface changes quickly and one way it changes slowly.

What formed the Grand Canyon? About how long do you think it took?

How is an earthquake shake table useful to scientists and engineers?

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With the help of an adult, measure 2 cups of cornstarch and pour it into a bowl.

Next pour 1 cup of water into the bowl.

Now mix until the Oobleck forms, this could take a few minutes of mixing

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How It Works

Oobleck behaves like a liquid sometimes, and a solid at other times. If the Oobleck is pressed on, it acts like a solid and feels hard. Other times it doesn’t keep its shape and behaves like a liquid. This is because when you press on the Oobleck, the water gets trapped in between the pieces of cornstarch. The harder you press, the firmer the Oobleck becomes.

What do all three states of matter have in common?

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Mystery Science (2020). https://mysteryscience.com/water/mystery-1/mapping-earth-s-surface-features/112

Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

The Sun in Motion-PBS (2017). https://mainepublic.pbslearningmedia.org/resource/buack2-sci-sunmotion/sun-in-motion/

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Pollinators (2020). https://www.generationgenius.com/videolessons/pollination-and-seed-dispersal-video-for-kids/

Mystery Science (2020). https://mysteryscience.com/water/mystery-1/mapping-earth-s-surface-features/112

Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

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Image: https://www.communityplaythings.co.uk/learning-library/

Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

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Mystery Science (2020). https://mysteryscience.com/water/mystery-1/mapping-earth-s-surface-features/112

Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

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Properties (2020). https://www.generationgenius.com/videolessons/

Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

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Natural Recourses (2020). http://hhttps://www.generationgenius.com/videolessons/natural-resources-video-for-kids/

Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

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Rubric for Group Activity for Standard 9

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Rubric for Group Activity for Standard 9

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Rubric for Group Activity for Standard 5

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Rubric for Group Activity for Standard 5

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Timescale of Earth's Events (2020). http://hhttps://www.generationgenius.com/videolessons/

Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

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Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

The Moon in Motion-PBS (2017). https://mainepublic.pbslearningmedia.org/resource/buack2-sci-sunmotion/Moon-in-motion/

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Image: Crafts by Amanda (2015)

Solids, Liquids and Gasses (2020). http://hhttps://www.generationgenius.com/videolessons/

Next Generation Science Standards (2013). https://www.nextgenscience.org/dci-arrangement/2-ess2-earths-systems

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DeRosa, D. A., & Abruscato, J. A. (2018). Teaching children science: A discovery approach, 9/e (9th ed.). Pearson Education.

Peters, J., & Stout, D. (2011). Science in Elementary Education Methods, Concepts, and Inquiries (11th ed.). Pearson.