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"Science in Action" affords the students the opportunity to see a scientist in the real world, applying and using the acquired knowledge from the unit. It takes a 2D concept and makes it 3D, placing it in the real world, with real people, working towards real goals/solutions.

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"Science in Action" affords the students the opportunity to see a scientist in the real world, applying and using the acquired knowledge from the unit. It takes a 2D concept and makes it 3D, placing it in the real world, with real people, working towards real goals/solutions.

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The unit supplement contains a "Check for Understanding", an activity, a read-aloud, and opportunities for discussion.

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The unit supplement contains a "Check for Understanding", an activity, a read-aloud, and opportunities for discussion.

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In one unit the students conducted an experiment transporting salt, and in a second unit the students were asked to design a butterfly habitat.

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In one unit the students conducted an experiment transporting salt, and in a second unit the students were asked to design a butterfly habitat.

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In "Properties of Matter" the students used their knowledge of the properties of matter (core ideas) to conduct the experiment (science and engineering) and to apply it in a real world situation (crosscutting).

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In "Properties of Matter" the students used their knowledge of the properties of matter (core ideas) to conduct the experiment (science and engineering) and to apply it in a real world situation (crosscutting).

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Engaging others allows the students to apply their knowledge in a real world situation. Bringing in others allows students to also showcase what they have learned.

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Engaging others allows the students to apply their knowledge in a real world situation. Bringing in others allows students to also showcase what they have learned.

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The appendices provide valuable information. For example, if an experiment doesn't go as planned, the teacher having read Appendix E, will know how to move instruction forward, despite the mishap.

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The appendices provide valuable information. For example, if an experiment doesn't go as planned, the teacher having read Appendix E, will know how to move instruction forward, despite the mishap.

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The types of questions are labeled. This allows teachers to gage whether a question is too hard or it needs to be leveled-up (or kept as is). 

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The types of questions are labeled. This allows teachers to gage whether a question is too hard or it needs to be leveled-up (or kept as is). 

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The Science in Action portion of unit 1 provides students with reading support and the opportunity to observe real scientists such as Dmitri Mendeleev and Dr. Zhou. They get to experience real world situations. Students are then able to work in small groups to sort materials. Support is provided to students through differentiation based on what they need. For example, limiting the number of items a student/group is given to work with.

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The unit supplement consists of a read aloud, "Meeting a Materials Scientist" on day one. Day two students are engaging in an activity with a group while the teacher facilitates and prompts students to think about what they are sorting and why. Lastly, there is a check for understanding to ensure students grasp the content.

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In the properties of matter unit capstone the big question is: How are containers matched to the stuff they contain? Students are asked to have a discussion to complete sentence starters for Maya's story. Students have to take what they have learned throughout Unit 1 and determine how to best transfer salt. Students also got to illustrate the pages of the story and to challenge them they could have completed the story pages on their own.

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Students applied 3D learning by using what they learned about properties of matter to look at cause and effect relationships between materials. Students apply this knowledge by using evidence to support their claims on what the best materials are for transporting salt in the rain.

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Engaging individuals outside of the classroom allows students to get feedback from others outside of their classroom. It also provides them with a way to show others what they have done. This could also give students new ideas for what they would like to do. This would be a great thing to do during the gallery walk during the capstone in unit 1.

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Reading the appendices gives teachers insight on vocabulary they need to make sure they know and understand how to teach it, provides teachers with a guide on how to prepare in advance, and lists methods on how to acquire materials. This section also provides very important information on classroom safety and a student safety contract.

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I noticed that everything is laid out exactly how it should be taught in terms of vocabulary and questions to ask during units to ensure learning. The unit also gives examples for differentiation based on students needs which is really important.

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The "Science in Action" supplement in Electricity and Magnetism is "A Day With an Electrician" which allows students a real world opportunity to view the practices of an electrician. It also directly teaches the features and importance of insulated wire. As teachers we appreciate the text to world connection and the introduction of a potential career opportunity for students.

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The types of activities that can be found in the unit supplement "Science in Action" are: student investigation, teacher read-aloud, modeling, class discussion, and student activity.

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The unit capstone project in Properties of Matter requires students to identify the best materials for an intended purpose based on their properties. An example is students must help a character in a story figure out the best container for transporting salt.

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Students used what they learned to examine cause and effect relationships between materials and their intended purposes to determine a container to be used for salt.

Support opportunities can be implemented by allowing for words instead of phrases to show understanding.

Challenge opportunities can be used by providing sentence frames to groups of students to complete, then display in order, and read through as a class.

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Bringing others into the classroom or taking students outside the classroom allows our students the opportunity to experience real world people in action. These experts are able to correctly use rich vocabulary and provide experienced knowledge.

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It is important that teachers review the appendices because it provides the necessary vocabulary, classroom safety tips, materials needed, preparation tips, and what to do if lesson plan fails.

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A pacing guide is provided for teaching units.

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The appendices help a teacher in preparing for activities as well as for the safety of the students.

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Engaging individuals outside the classroom helps students strive for excellence as they prepare to show what they have learned. I like the previous comments about students receiving outside feedback on their work from other sources. It is a great way to make connections to the real world.

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The teachers guide is laid out well and easy to follow. It has activities and materials very detailed so there isn't any guessing.

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Exploring Land & Water 3D Learning: Students compare multiple solutions to the problem of sand erosion, using what they know about how water and wind can change the shape of the land quickly or slowly over a long period of time. They use this information to determine the best solution.

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Exploring Land & Water science in action section gives students the opportunity to explore the ocean floor. It lets students see that as new evidence comes, revision might be needed. It provides teacher read aloud and modeling.

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In the unit Exploring Land & Water, students are given the opportunity to help Logan explore the ocean floor with a read aloud and making models of the ocean floor.