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Twinkl: Motion and Stability: Forces and Interactions

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Twinkl: Motion and Stability: Forces and Interactions

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(3-PS2) Motion and Stability: Forces and Interactions (3-PS) Physical Science

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(3-PS2) Motion and Stability: Forces and Interactions, (3-PS) Physical Science, , Third Grade, , Next Generation Science Standards, hing resources for elementary classrooms that help teach all of the required standards in the Next Generation Science Standards (NGSS).

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ELA/Literacy

RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

W.3.7 - Conduct short research projects that build knowledge about a topic.

W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Mathematics

3.MD.A.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

MP.2 - Reason abstractly and quantitatively.

MP.5 - Use appropriate tools strategically.

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ELA/Literacy RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. W.3.7 - Conduct short research projects that build knowledge about a topic. W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

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Find lessons on Forces and Motion for all grades. Free interactive resources and activities for the classroom and home.

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Next Generation Science Standards | Science | CK-12 Foundation

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Browse concepts and FlexBooks that are aligned to Next Generation Science Standards

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Using Fast Plants® to Teach LS1: Molecules and Organisms: Structures and Processes

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This article focuses on using Fast Plants to teach the first major grouping of life science DCIs: From Molecules to Organisms: Structures and Processes.

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Why do fish have gills? What is the purpose of a plant's chlorophyll? How do our brains process everything we experience through our senses?
These are only a few of the questions your 4th-grade students will need to be able to answer. To help, we've taken the time to gather some great ideas for teaching the NGSS standards for From Molecules to Organisms: Structures and Processes. Understanding the internal and external structures and functions of plants and animals can be daunting for many students, but it can be exciting, too.

This post is chock full of ideas to help teach your students all about how the structures and functions of plants and animals support survival, growth, behavior, and reproduction. Keep scrolling, you'll be glad you did.

In this post we:

As always, we design our Science Stations and the information in our teaching ideas blog posts to follow the Next Generation Science Standards.

NGSS 4th GRADE ENERGY SCIENCE STANDARDS

If teaching with the NGSS is new for you, we have a couple of great blog posts that will help you get started. How to Read the Next Generation Science Standards outlines where to start reading, interpreting, and teaching the NGSS. For 4th Grade Science, things can get a little more complicated, so we wrote Unpacking the 4th Grade Next Generation Science Standards. Give them both a look if you need help.

The ideas in this blog post align with the Next Generation Science Standards for Fourth Grade 4-LS1 From Molecules to Organisms: Structures and Processes. This blog post covers 4-LS1-1 (Structure and Function), and 4-LS1-2 (Information Processing).

Below is a description of how each individual Performance Expectation (PE) and Disciplinary Core Idea (DCI) align and relate to each other.

4-LS1 From Molecules to Organisms: Structures and Processes

4-LS1-1 Structure and Function: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
Aligns with the first DCI:
LS1.A:Structure and Function
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

4-LS1-2 Information Processing: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Aligns with the second DCI:
LS1D: Information Processing
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal's brain. Animals are able to use their perceptions and memories to guide their actions.

Now that you understand the standards and the basis for these teaching ideas, let's move on to the fun stuff!

SCIENCE STATIONS ABOUT STRUCTURES AND PROCESSES FOR 4TH GRADE

For Structures and Processes, we have two bundles that cover all of the related standards. Each bundle contains eight science stations with hands-on activities designed to engage students on a deeper level in understanding plant and animal structures and processes. Each bundle also includes vocabulary cards to help students with core concepts.

The Structure and Function Bundle includes the following stations:

Watch one of two videos

Play a game

Investigate bird structures for flight

Diagram the human heart

Read about tree structures and functions

Model the structures and functions of arctic animals

Explore photosynthesis

Sort organisms into their kingdoms

The Information Processing Bundle includes the following stations:

Watch one of two videos

Play a game

Investigate the sense of hearing

Diagram the human eye

Read about extraordinary animal senses

Model echolocation in dolphins

Explore the sense of taste

Sort objects according to the sense of touch

This is an example of the Investigate Bird Structures for Flight Science Station. In this INVESTIGATE science station, students read about structures that suit them for flight. They examine a bird femur, sternum, and feather as part of the investigation. Students then answer questions about the investigation in their science journals or on the included worksheets.

Read more about our Structure and Function Science Stations in this blog post.

ADDITIONAL LESSON IDEAS FOR TEACHING ABOUT STRUCTURES AND PROCESSES

While we have written resources for teaching about Structures and Processes, there are many more ideas that you can use in your classroom without purchasing our units and science stations. Below are ideas for demonstrations and experiments, books, and videos to enhance your science lessons.

DEMONSTRATIONS AND EXPERIMENTS FOR LEARNING ABOUT STRUCTURE AND FUNCTION FOR FOURTH GRADE STUDENTS

CAPILLARY ACTION

This is a simple and fun experiment for any age. This website focuses on colors for the lesson, but you can easily use this experiment to explore the functions of capillaries in plants and animals.

SMARTPHONE PROJECTOR

This experiment is great for a lot of different scientific exploration, including how our brains process information. The website may seem like it's geared for younger students, but the experiment is engaging enough for all ages.

CREATE AN ANIMAL OR CREATE A PLANT

Engage your students' creative side while simultaneously teaching them to think critically about the biology behind their new plant or animal. While the page mentions downloading the templates for this activity, it's not needed. The examples on the page are enough to get you and your students started. We'd love to hear about some of the new creations your students come up with!

EXPLORE BLOOD COMPONENTS

This is a perfect experiment for your students to learn about the different structures and functions of organisms. With this modeling experiment, students can see the different structures of blood and have a sweet treat at the same time!

INSECT RESEARCH

Have your students conduct a research project on an insect of their choice, like a honey bee or grasshopper. Instruct them to define the special body parts of the insect, how these specialized body parts function, and how those functions support the insect's ability to survive, grow, and reproduce.

We have a few Animal Articles about insects, including this set of Life Cycle Animal Articles.

DISSECT A FLOWER

Guide students in a dissection project of flowers. Have them name the different parts of the flower, such as daffodils or lilies, and describe how each part functions to support survival, growth, and reproduction.

We have a Third Grade Science Station for Plant and Animal Life Cycles all about Flower Dissection. This science station walks students through how to look at the parts of a flower.

ANIMAL AND PLANT CELL MODELS

Students can research plant and animal cells and recreate what they learn in a variety of ways. This website gives you ten different fun, creative ways to build cell models. This is a great way to engage your students in learning about the basic structures of cells and the functions of each structure.

HANDY MOVEMENT

This experiment will give students a real hands-on experience! Students build a hand model to represent the function of the muscles in the human hand. You can find step-by-step instructions here.

BUILD A PUMPING HEART MODEL

This is a fascinating experiment where students can get to the heart of learning. Help your students build a pumping heart model by following the instructions here.

BUILD MODEL LUNGS

This experiment is a breath of fresh air! It's simple to put together, and it provides a terrific visual of how the lungs function. Click here to find instructions on making model lungs with your students.

SIMULATE THE STOMACH

Here are a few activities your students can try that will simulate how food is broken down/dissolved in your stomach. The first part offers an experiment on stomach acid. The second part explores the functions of the stomach itself (the actions of the muscles, etc.). There is a third part, but we'll leave that up to you as the teacher to decide if you want to include it or not.

FLOWERS SEEKING POLLINATORS

The California Academy of Sciences offers this in-depth lesson plan with a three-part activity that teaches students how flowers and different pollinators (bees, birds, etc.) depend on each other for survival and reproduction.

BOOKS TO TEACH ABOUT STRUCTURES AND PROCESSES

Books make learning science more fun and engaging. They add visuals and details to hard concepts. Here are a few books that align with the structures and functions topic for fourth grade.

VIDEOS ABOUT STRUCTURES AND FUNCTIONS

We have included videos and activities for Structures and Functions in our Science Stations. Those activities include differentiated questions and ways for students to respond to the videos.

Here are links to other great videos that your students will enjoy as they learn more about structures and functions.

PBS/The Wild Kratts: Structures, Functions, and Information Processing

When it comes to teaching students all about animal structures and functions, the Kratt brothers are the experts! Their TV show is full of entertaining and educational adventures that highlight different "creature powers" in each episode. This link to the PBS webpage hones in on the specific NGSS standards for Structures, Functions, and Information Processing. It offers different Wild Kratts video clips and extra resources to learn more.

PBS: Plant Structures

Your students will enjoy this wonderful video that explores plant structures.

Smithsonian Science Education Center: How Animals Use Their Senses

The Smithsonian Education Center is offering brand-new lesson plans that include downloadable videos and PDFs geared toward classroom, and home, curriculum. They are created with 4th Grade NGSS standards in mind. Click here to be taken to their webpage geared toward answering the question: How Can Animals Use Their Senses to Communicate?

GenerationGenius: Our Brains and Nervous Systems

GenerationGenius offers engaging videos and full lesson plans that explore how our senses work with our brains and nervous systems. Add it to your classroom learning, or have students explore it on their own.

Scishow Kids!: Life During Spring

Scishow Kids have a lot of great videos on structures and functions, including this one that explores the life that students can discover during spring - from new plant life to interesting new bugs!

Other Videos about Structure and Function

There is no shortage when it comes to engaging, educational videos on the subject of Structures, Functions, and Information Processing. Here are a couple of videos worth checking out:

We hope the information presented here is helpful to you and that you feel both empowered and inspired to bring the world of structures and functions to life for your 4th-graders. Below are two of our science stations that focus on these Next Generation Science Standards.

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Teaching Ideas for From Molecules to Organisms: Structures and Processes

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Why are the bones of birds hollow? Why do fish have gills? What is the purpose of a plant's chlorophyll? How do our brains process everything we experience through our senses? These are only a few of the questions your 4th-grade students will need to be able to answer.

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Modeling in 9-12 builds on K-8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).

Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

Constructing explanations and designing solutions in 9-12 builds on K-8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

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Modeling in 9-12 builds on K-8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s). Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

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Created and maintained by the American Federation of Teachers, Share My Lesson is a community of teachers, paraprofessionals and school-related personnel, specialized instructional support personnel, higher education faculty, and parents and caregivers who contribute content, collaborate, and stay up to date on the issues that matter to students and educators everywhere.

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Created and maintained by the American Federation of Teachers, Share My Lesson is a community of teachers, paraprofessionals and school-related personnel, specialized instructional support personnel, higher education faculty, and parents and caregivers who contribute content, collaborate, and stay up to date on the issues that matter to students and educators everywhere.

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Browse 3rd Grade Science Educational Resources | Education.com

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Browse 3rd Grade Science Educational Resources. Award winning educational materials designed to help kids succeed. Start for free now!

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In this activity, learners use a laser pointer and two small rotating mirrors to create a variety of fascinating patterns, which can be easily and dramatically projected on a wall or screen. In...

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Inherited Traits | Science Lesson for Kids | Grades 3-5

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What are inherited traits and how do they pass from your parents to you? Watch this fun science video on generics for kids in 3rd, 4th and 5th grade!

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Inheritance And Variation Of Traits Teaching Resources | TpT

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Browse inheritance and variation of traits resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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ALL

SCI-03.LS4

DCI Life ScienceLS3

Performance Expectations

The performance expectations in third grade help students formulate answers to questions such as:

What is typical weather in different parts of the world and during different times of the year?

How can the impact of weather-related hazards be reduced?

How do organisms vary in their traits?

How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?

What happens to organisms when their environment changes?

How do equal and unequal forces on an object affect the object?

How can magnets be used?"

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms' life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments.
Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.
Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-03.LS4.04

SCI-03.PS2

DCI Physical SciencePS2

Performance Expectations

The performance expectations in third grade help students formulate answers to questions such as:

What is typical weather in different parts of the world and during different times of the year?

How can the impact of weather-related hazards be reduced?

How do organisms vary in their traits?

How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?

What happens to organisms when their environment changes?

How do equal and unequal forces on an object affect the object?

How can magnets be used?"

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms' life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments.
Third graders are expected to develop an understanding of brhe idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.
Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

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ALL SCI-03.LS4 DCI Life ScienceLS3 The performance expectations in third grade help students formulate answers to questions such as: What is typical weather in different parts of the world and during different times of the year? How can the impact of weather-related hazards be reduced? How do organisms vary in their traits?

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INTRODUCTION 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

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3rd Grade Biological Evolution: Unity and Diversity - Virtual Tour Guys

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INTRODUCTION 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. ﻿ ﻿ ﻿

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Extend the learning with these art and science based lessons connected to the sculpture and horticultural collections at Meijer Gardens. These resources can be used to dive into topics you may cover on your upcoming visit, or enrich your post-visit experience.

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Find lessons on Earth’s Systems for all grades. Free interactive resources and activities for the classroom and home.

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3rd Grade Science North Carolina Essential Standards Earth Systems, Structures & Processes

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Earth science elementary resources| National Oceanic and Atmospheric Administration

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National Oceanic and Atmospheric Administration

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Welcome, teachers, to ! This site was designed for teachers to use in classrooms as a supplementary, interdisciplinary unit. Mission: Biomes is especially appropriate for grades 3 through 8. It is designed to be interactive and self-correcting which will allow each student to work at his or her own pace. We encourage educators to preview the site before using it with students. We hope you enjoy your visit!

Make science fun and interactive.

Encourage children to use the Internet as a learning tool.

Provide understandable information about world biomes while also providing opportunities for further research or more in-depth study.

Build on knowledge of world geography, math, social studies and science.

Provide teachers the opportunity to introduce research methods and procedures.

Provide for differentiated, individual learning.

Students will be able to:

Define and describe biomes of the world.

Use the Internet as a research tool.

Interpret and draw conclusions from graphs.

Recognize patterns (not only mathematical, but also Earth's climatic patterns).

Compare biome and plant characteristics.

Summarize information and determine key points to apply to real-world situations.

Relate latitude to biomes and climate.

To read all of the Next Generation Science Standards and learn about the different methods of searching the standards, visit https://www.nextgenscience.org/. You can search by grade levels, practice area, cross cutting concept, or disciplinary core idea.

3rd Grade:

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

4th Grade:

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth's features.

5th Grade:

5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

5-ESS2-2. Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.

Middle School:

MS-LS1 From Molecules to Organisms: Structures and Processes

MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

MS-LS1-5. C. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms

MS-LS2 Ecosystems: Interactions, Energy, and Dynamics

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

MS-LS4 Biological Evolution: Unity and Diversity

MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.

MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.

MS-ESS Earth's Systems

MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process

MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates

MS-ESS3 Earth and Human Activity

MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.

LS1: From Molecules to Organisms: Structures and Processes

LS1.A: Structure and Function

LS1.B: Growth and Development of Organisms

LS1.C: Organization for Matter and Energy Flow in Organisms

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS2.A: Interdependent Relationships in Ecosystems

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS3: Heredity: Inheritance and Variation of Traits

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

LS4: Biological Evolution: Unity and Diversity

LS4.A: Evidence of Common Ancestry and Diversity

LS4.B: Natural Selection

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

ESS1: Earth's Place in the Universe

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

ESS2: Earth's Systems

ESS2.A: Earth Materials and Systems

ESS2.C: The Roles of Water in Earth's Surface Processes

ESS2.D: Weather and Climate

ESS2.E: Biogeology

ESS3: Earth and Human Activities

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

ESS3.C: Human Impacts on Earth Systems

ESS3.D: Global Climate Change

PS1: Matter and Its Interactions

PS3.D: Energy in Chemical Processes and Everyday Life

Analyzing and Interpreting Data

Asking Questions

Constructing Explanations and Designing Solutions

Developing and Using Models

Engaging in Argument from Evidence

Obtaining, Evaluating, and Communicating Information

Planning and Carrying Out Investigations

Using Mathematics and Computational Thinking

Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.

Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system's structure or performance.

Systems and system models. Defining the system under study-specifying its boundaries and making explicit a model of that system-provides tools for understanding and testing ideas that are applicable throughout science and engineering.

Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems' possibilities and limitations.

Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study

Click on pictures of biomes or plants to get to the information pages.

Click on underlined phrases to find further information or to go on to next step.

Metric Converter allows students to convert mm to inches and °C to °F.

Use the back button to return to previously seen information. Otherwise, use the links provided in the pages to continue.

When accessing information on the biomes, first you will come to a fact sheet, which is a quick reference about that biome and includes temperature and precipitation graphs for a city located in that biome.

To learn how you can enhance Mission: Biomes, see Extension Questions and Extension Ideas.

Tips specific to each mission are located in that mission's section.

The Web sites that are listed under the biome information pages are written mostly on a middle or high school level. You may want to tell your students to avoid frustration. One site that is very kid friendly is http://www.mbgnet.net/.

Since the graphs are an important piece, you may want to go over them with your students prior to the missions. You may want to print out graphs and make transparencies, then put them on an overhead to compare them. (For example, you can compare desert to tundra. Look for patterns between temperature and precipitation.) There are temperature and precipitation graphs for cities located in each biome. One set is embedded within the information pages. A different set is used in the Great Graph Match. You may want to point out that some of the graphs use different scales based on precipitation ranges for each city/biome. Some ideas for your discussion might be:

Why are the scales different?

Look for patterns or curves in the graphs.

What is the significance of the information on the graph?

What are the high and low values? Why are they high or low?

Encourage students to refer back to the biome information pages as they are working on the missions. The necessary links are on most pages for easy reference. This can also help a lost student!

Teaching options:

As you teach each biome, you may want to reference just the specific pages for that biome. Once you have studied all the biomes covered in Mission: Biomes you can complete the missions.

After you have completed a comprehensive study of all the biomes covered in Mission: Biomes, you can complete the missions.

The Great Graph Match

Discussion Points
You may want to point out that some graphs use different scales based on the precipitation ranges for each city/biome. Some ideas for your discussion might be:

Why are the scales different?

Look for patterns or curves in the graphs.

What is the significance of the information on the graph?

What are the high and low values? Why are they high or low?

Prerequisite Knowledge
Students should be able to read and interpret simple graphs and have some knowledge of biomes.

Mission Tips
Graph sets were chosen for cities that represent each biome. The sets in the matching game are different from the ones in the biome information pages so that the Great Graph Match can be used as an assessment tool.
Graphs used in the biome pages are accessible through a link on the title page. Use the menu on the top as a shortcut to look up a specific biome or scroll down to view all the graphs.
There are two versions of this mission:

Easy version — appropriate for grades 3-5, gives temperature and precipitation graphs for one city at a time, then gives two biome choices.

Advanced version — appropriate for grades 5 and up, presents all information simultaneously for students to match up the biomes with the correct graph sets.

The computer assists the students in correcting their answers in both versions.

Extension Ideas
Have the students compare graph sets from different cities in different hemispheres. They can see how the Northern Hemisphere temperatures differ from the Southern Hemisphere temperatures. For example, take Alice Springs, Australia or Middelburg, South Africa and note the direction of the curve in the graph. Compare it to a city in the Northern Hemisphere such as Centralia, Kansas or Yakutsk, Russia. Point out how the curves go in opposite directions.
Explain how you chose your answers. (This could be a written response.)
Why do you think the graphs vary so much?
Find other cities that would be located in the different biomes. You can use the Internet, maps, and globes. Use a world map where the biomes are mapped out.

To Plant or Not to Plant?

Discussion Points
Some plants can survive in several different biomes, but they won't thrive. The answers reflect this and while some matches may be close, it will not be the ideal answer.
When considering whether a plant will grow in a given biome, it is important to consider whether it will receive enough sunlight. For example, something planted on the rainforest floor will not survive because the tree canopy will block the sunlight, which is important for photosynthesis. Once the plants' basic needs have been met, such as their physical environment, then the plants begin to compete with each other for sunlight.

Prerequisite Knowledge
Students should:

Know a plant's life cycle and have an understanding of photosynthesis.

Have an understanding of what constitutes a biome. (This is explained on the homepage, but should be reinforced.)

Mission Tips
This mission works best when the students have read the biome and plant information pages prior to planting in the biomes. Encourage students to refer back to the information as they are working on the mission and/or get stuck.
Have the students make hypotheses about what will happen before they plant. Revisit their hypotheses after they complete the mission.
There are two plants for the desert biome. This is because the creosote bush may be a difficult choice for younger students. We left both in to be a challenge to other students as well. You may want to point out that one biome will have two correct choices.
The computer will assist students in correcting their answers with feedback.

Extension Questions
Were there climatic patterns that emerged?
What effects do the biomes' characteristics have on plant life cycles? (For example, some desert plants complete their whole life cycles in weeks.)
Explain how you chose your answers. (This could be a written response.)
What are some other factors that affect plant survival besides temperature and precipitation (fire, competition for light, canopy thickness and height, root systems, weather phenomena)?

Some students may be very interested in learning more about specific biomes. The links on the biome information pages provide more in-depth information. Here are some possible research questions to guide them.

Coniferous Forest: How is a conifer different from a broadleaf tree? Why?

Temperate Deciduous Forest: Why do the leaves lose their color?

Desert: Describe adaptations of desert plants.

Grassland: How is the height of the grass related to its root system?

Rainforest: Compare the layers in a tropical rainforest and the plants that live there. How is a temperate rainforest different from a tropical rainforest?

Shrubland: Why are fires so frequent in the shrublands? What adaptations do plants in shrublands have because of this?

Tundra: Why are the trees short in the Tundra?

Research other biome types not covered in Mission: Biomes. There are 14 recognized biomes on Earth.

Research animal life in each biome.

Hands-on Activities

Build a Desert
Students will create a desert biome to keep in the classroom for observation using a terrarium.

Build a Rainforest
Students will create a rainforest biome to keep in the classroom for observation using 2-liter bottles.

Designer Plant
Students will create a plant that could survive in a specific biome. In designing their plants, they must consider what adaptations their plants must have to survive in that biome.

Designer Animal
Students will create an animal that could survive in a specific biome. In designing their animals, they must consider what adaptations their animals must have to survive in that biome.

Websites

Books

Biomes of the World: Taiga by Elizabeth Kaplan, 1996, Benchmark Books, New York, NY.
Very informative.

The Tree in the Ancient Forest by Carol Reed-Jones, illustrated by Christopher Canyon, 1995, DAWN Publications, Nevada City, CA.
Describes interdependence of living things with a Douglas Fir as the central tree. Uses repetitive text to make point. Modeled on the Pacific Northwest forests.

Temperate Deciduous Forest by April Pulley Sayre, 1994, Twenty-First Century Books, New York, NY.
Part of a series, very informative, more difficult reading level, few pictures.

A Tree in a Forest by Jan Thornhill, 1992, Simon & Schuster Books for Young Readers, New York, NY.
Presents the life story of a 200-year-old maple tree.

EcoZones Temperate Forest by Lynn M. Stone, 1989, Rourke Enterprises, Inc., Vero Beach, FL.
Examines the temperate forest as an ecological niche and describes the trees, plants, and animals supported there.

America's Forests by Frank Staub, 1999, Carolrhoda Books, Inc., Minneapolis, MN
Examines forests as an ecological niche, with good photographs and clear text, upper elementary level.

Endangered Desert Animals by Dave Taylor, 1993, Crabtree Publishing Co., New York, NY.
Begins with information about the desert biome, then proceeds with loads of information about desert animals.

Cactus by Peter Murray, 1996, The Child"s World Inc., New York, NY.
Gives information about the desert and the plants that live there, great photographs.

Desert by April Pulley Sayre, 1994, Twenty-First Century Books, New York, NY.
Part of a series, very informative, more difficult reading level, few pictures.

Ecology Watch: Deserts by Clint Twist, 1991, Dillon Press, New York, NY.
Part of a series, great book with lots of information.

A Desert Scrapbook by Virginia Wright-Frierson, 1996, Simon & Schuster, New York, NY.
Story written by author as she journeyed around the desert sketching what she saw, good drawings, lots of information on the animals and plants that live in the desert, not as informative about the climate itself.

Desert Life by Barbara Taylor, 1992, Dorling Kindersley, New York, NY.
Lots of good photographs.

The Gentle Desert by Laurence Pringle, 1977, MacMillian Publishing Co., New York, NY.
Older book with lots of great information on climate, plants and animals.

Deserts by Seymour Simon, 1990, Morrow Junior Books, New York, NY.
Lots of information, good photographs.

Desert Trip by Barbara S. Steiner, illustrated by Ronald Himler, 1996, Sierra Club Books for Children, San Francisco, CA.
Relates the experiences of a young girl and her mother as they backpack in the desert where the child learns about the plants, animals, birds, and rock formations.

Endangered Savannah Animals by Dave Taylor, 1993, Crabtree Publishing Co., New York, NY.
Begins with some general information about the savannah, then proceeds with lots of information about animals that live there.

Grasslands by April Pulley Sayre, 1994 ,Twenty-First Century Books, New York, NY.
Part of a series, very informative, more difficult reading level, few pictures.

Ecology Watch: Grasslands by Alan Collinson, 1992, Dillon Press, New York, NY.
Part of a series, includes information about savannas, prairies, steppes, and pampas, also gives information about the plants and animals in these grasslands.

What Do We Know About Grasslands? by Brian Knapp, 1991, Peter Bedrick Books, New York, NY.
Great book, includes temperature and precipitation graphs, explains the differences in grasslands.

Biomes of the World: Grasslands by Edward Ricciuti, 1996, Benchmark Books, New York, NY.
Part of a series, gives good information on grasslands.

Prairies by Dorothy Hinshaw Patent, photographs by William Muñoz, 1996, Holiday House, New York, NY.
Great book, lots of great photos.

Chicaro, Wild Pony of the Pampa by Francis Kalnay, 1958, Walker Publishing Company, Inc., New York, NY.
Newbery Honor Book — Adventures of a boy and his pony on the Argentine Pampa.

Our World Grasslands by David Lambert, 1987, Silver Burdett Ginn, Englewood Cliffs, NJ.
Explores grasslands around the world, lots of photographs, upper elementary level.

EcoZones Prairies by Lynn M. Stone, 1989, Rourke Enterprises, Inc., Vero Beach, FL.
Examines prairies as an ecological niche and describes the trees, plants, and animals supported there.

Tropical Rainforest by April Pulley Sayre, 1994, Twenty-First Century Books, New York, NY.
Part of a series, very informative, more difficult reading level, few pictures.

Rainforest: Lush Tropical Paradise by Jenny Wood, 1991, Gareth Stevens Children's Book, Milwaukee.
Great book, shows canopy and map, very informative on plants and animals.

At Home in the Rainforest by Diane Willow, illustrated by Laura Jacques, 1991, Charlesbridge Publishing, Watertown, MA.

What Do We Know About Rainforests? by Brian Knapp, 1991, Peter Bedrick Books, New York, NY.
Part of a series, great information.

Exploring the Rain Forest by Mattias Klum and Hans Odoo, 1997, Sterling Publishing Company, Inc., New York, NY.
Describes the variety, beauty, and interrelatedness of plant and animal life found in rainforests in Costa Rica, Brazil, Nigeria, and Borneo.

Nature's Green Umbrella, Tropical Rain Forests by Gail Gibbons, 1994, Morrow Junior Books, New York, NY.
Describes the climatic conditions of the rainforest as well as the different layers of plants and animals that comprise the ecosystem.

Rainforests and Reefs by Caitlin Maynard, Thane Maynard and Stan Rullman, 1996, Franklin Watts, New York, NY.
Journal of a 14-year-old who went to Belize and wrote about her experiences and observations, also includes many postcards, photos, and other writing samples.

Here is the Rainforest by Madeleine Dunply, illustrated by Michael Rothman, 1994, Hyperion Books for Children, New York, NY.
Repetitive poem about the rainforest and the plants and animals that live in the rainforest. Has good accurate information.

Forests and Jungles by Rae Bains, illustrated by Joel Snyder, 1985, Troll Associates, Mahwah, NJ.
Explores the rainforest biome, elementary level.

Above the Treeline by Ann Cooper, illustrated by Dorothy Emerling, 1996, Denver Museum of Natural History Press, CO.
Mostly about the animals that live in the tundra.

Biomes of the World: Tundra by Elizabeth Kaplan, 1996, Benchmark Books, New York, NY.
Lots of information, great pictures.

Arctic Tundra: Land with No Trees by Allan Fowler, 1996, Children's Press, New York, NY.
Very easy reading, but still informative.

Tundra by Donna Walsh Shepherd, 1996, Franklin Watts, New York, NY.

Julie of the Wolves by Jean Craighead George, 1972, HarperCollins Publishing, New York, NY.
Newbery Medal Book. An Eskimo teenager is lost in the Artic tundra. She survives with the help of a wolf pack.

EcoZones Arctic Tundra by Lynn M. Stone, 1989, Rourke Enterprises, Inc., Vero Beach, FL.
Examines the Arctic tundra as an ecological niche and describes the trees, plants, and animals supported there.

Snow Bear by Jean Craighead George, paintings by Wendell Minor, 1999, Hyperion Books for Children, New York, NY.
Picture book about a little girl and a polar bear cub, with references to the tundra biome.

Videos

Magic School Bus series by Joanna Cole and Bruce Degen:
MSB in the Rainforest
MSB Goes to Seed

National Geographic Really Wild Animals series:
Totally Tropical Rain Forest
Amazing North America
Swinging Safari

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Welcome, teachers, to ! This site was designed for teachers to use in classrooms as a supplementary, interdisciplinary unit. Mission: Biomes is especially appropriate for grades 3 through 8. It is designed to be interactive and self-correcting which will allow each student to work at his or her own pace.

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Kids are natural engineers. They are makers, designers, and problem solvers at heart. Who else has these qualities and creates things to solve problems? Engineers! In this post I'll share some foundational activities to do with your 2nd grade and 3rd grade students to teach engineering design and the engineering design process.

These activities will give your students opportunities to draw diagrams, make models, and evaluate the designs of everyday objects so they can use these skills to think like engineers.

Learn About Engineers

What is an engineer? An engineer is a person who designs and builds products, machines, systems, or structures to solve a specific problem. Engineers have scientific training. They study how and why things work. Engineers use a specific, step by step method to approach problem solving called the engineering design process.

This fun NASA video for kids explains what engineers do.
NASA for Kids: Intro to Engineering
Draw & Label A Diagram

Engineers and architects use detailed drawings to explain their ideas and what they intend to build. Engineers also make detailed design plans for how something will be built. These plans provide precise measurements of all parts of the design so builders and factories know how to assemble a product or structure.

This simple, no prep activity requires a sheet of construction paper and a pencil or white crayon. Have students choose a classroom object to carefully observe and diagram. Ask them to think about the function of the object, the materials it is made of, and the problem it solves. Students then draw and label the object complete with measurements of its parts.

Evaluate a Design

Some engineers create technology to meet needs and solve problems. But not all technology is electronic. Objects as simple as an alarm clock and a toothbrush involve kinds of technology.

Before students begin designing their own projects have them evaluate the designs of everyday objects. Ask students to choose an object and ask themselves:

What is the purpose of this object? What does it do?

How does the shape of the object help it work?

What materials are used?

Are they natural or man-made materials?

How are specific parts of the object designed to make it easy to use?

What problem does this object solve for people?

To answer these questions, my students evaluated the design of a pair of school scissors.

Explore Biomimicry

Scientists and engineers often look to nature to solve problems. Many common inventions were inspired by nature and use biomimicry in their designs. Biomimicry is when people solve problems using ideas from nature.

These videos offer great examples of biomimicry for kids:
Biomimicry 101: How We Copied Nature (6:42) 8 Useful Technologies Inspired by Nature (8:47)
Make a Biomimicry Model

After watching the videos, have students choose an invention they saw in the video or think of additional man-made inventions inspired by nature. Make Playdoh models with features showing how nature is mimicked in the design. This model depicts a swimming fin based on the webbed feet of a duck.

The Engineering Design Process

The engineering design process is a series of steps that guide engineers when solving problems. These steps are often repeated as many times as are needed to make improvements and learn from failures.
"The engineering design process emphasizes open-ended problem solving and encourages students to learn from failure." - Teach Engineering Ask: Identify the Problem
In the primary grades, the engineering design process is sometimes taught with different labels and number of steps, perhaps depending on grade level. In second grade, we introduce the steps of the process as:
Imagine: Brainstorm Ideas
Engineers ask questions to identify the problem they want to solve. They think about what they want to design, who will benefit and how. In addition, engineers consider the requirements and limitations. They consider materials available and determine what they want to accomplish.
Plan: Choose a Solution
This step includes researching possible solutions. Engineers talk to specialists from different backgrounds to identify what solutions, products, and technologies already exist. Engineering teams brainstorm new ideas and creative ways to adapt existing technology, systems, or products.
Create: Build a Model
In this step engineers compare their best ideas and select a solution. They devise a plan and begin making decisions on designs. They choose materials and plan the steps they will take to accomplish their goal.
Improve: Make your Design Better
Engineers follow their design plan to create models or prototypes. These are early versions of the design to test to see if they meet the objective and work as intended. Imagination and creativity are key ingredients in creating the best designs possible.
Present: Share Your Design With Others
As engineers test their prototypes they ask themselves, " Does it work?" " Does it solve the problem?" and "How can it be improved?". At this time, engineers evaluate their designs and analyze results. As a result, they may make revisions, draw new designs, and test them again. Learning from failure is key.

Engineers communicate their results and share their findings with others. They get feedback on their designs and discuss what works and what doesn't. Engineers often revise their design again based on feedback they receive.

Plan a Design Project

Our engineering unit culminates in a final project. Students design a solution that will help red crabs safely cross busy inland roads as they migrate to the ocean to lay their eggs.

Choose a natural event or real-world issue for students to dive deeper into and solve. I've found that projects related to animals excite my students the most!

Explore Types of Materials

Students may have learned about materials and their properties in a previous properties of matter unit. I like to review types of materials with students because choosing the right materials is important part of the design process.

In this activity students make a list of classroom objects. Afterwards they classify and graph them as natural, man-made or a combination of both.
Material World: Crash Course Kids (4:35)
Material scientists and engineers can make materials with whatever properties they want. As a result, they often make materials with properties that solve a specific problem. This video gives a great example of that and explains how materials can be altered and improved for a specific purpose.

Engineering Design Resources

If all of this sounds like a lot of planning, I have an easier solution. I've created everything you need to teach engineering design in a complete science unit for 2nd and 3rd grade students. All of the activities featured in this post are included in the printable unit.

Students create diagrams, blueprints, and a prototype. The explore biomimicry, build models, evaluate designs and gather data. Students learn the steps of the engineering design process and apply them in a culminating design project.

The printable unit is completely pre-planned and includes:

Detailed, scripted lesson plans

Teacher binder with 20-day pacing guide

6-lesson teaching PowerPoint

Hands-on engineering labs

Focus wall posters with learning targets and guiding questions

Student journal activities

Extension center activities

Assessments

Video links for each lesson

Bonus bulletin board set

Shop this post: Engineering Design Unit Digital Engineering Design Unit Engineering Design Print & Digital Mini Bundle See the entire second grade science series here. Properties of Matter Earth Changes & Landforms
The digital version is a companion to the print unit and includes narrated audio lessons and each student activity and assessment on Google Slides.

Build a science foundation in your classroom! Visit these posts for more hands-on science ideas:

Happy teaching!

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9 Activities to Teach Engineering Design

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Kids are natural engineers. They are makers, designers, and problem solvers at heart. Who else has these qualities and creates things to solve problems? Engineers! In this post I'll share some foundational activities to do with your 2nd grade and 3rd grade students to teach engineering design and the engineering design process.

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Best Engineering Resources for Students | Common Sense Education

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Want your students to learn building basics? Explore this Best Engineering Resources for Students Top Picks list of 35 tools curated by Common Sense Education editors to find relevant and engaging edtech solutions for your classroom.

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There are a multitude of different types of engineers-from Aerospace Engineers to Zoo Engineers (yes, that is a real thing!), engineering is a broad term for specialized people that have one major thing in common: the Engineering Design Process. The Engineering Design Process (EDP) is a step-by-step method of solving a problem by creating something tangible with a specific function. That is a fancy way of saying, "this is the way to think like an engineer!"

The Engineering Design Process consists of steps that different groups may label differently. Regardless of what each step in the process is called, the order and content of each step is crucial so that kids come to viable solutions. The depth of understanding of this process will also equip kids with an invaluable method of thinking and tools to use in real life problem solving. The following description of each step in the EDP provides a quick glimpse into what the primary focus is in each part of the process. For helpful worksheets for your mini-engineers to apply the EDP to a design challenge as well as an engaging design activity to practice with, check out the freebie linked at the end of this post.

The first step in the EDP is to Identify The Problem. It is crucial that this step not be completed without thorough consideration. Identifying the problem includes discerning what is needed as well as any constraints or rules that must be followed.

Next comes Brainstorming! Creativity is king here, but it can also be overwhelming for kids to know where to start in coming up with a feasible idea. Encourage them to look at each material available and write out how each material may be useful in solving the problem.

Now for the Design phase! From the list made in the brainstorming step, a design may be drawn showing key components previously identified as important. Labeling each part in their sketch will help them in the next step as well as keep inventory of how much of each material is needed.

Then comes the moment the students have been waiting for - Build! From their design sketch, kids can bring their creations to life. Here, they may discover that some materials will not work as they had planned and some changes may be necessary.

Once the designs have been built, Testing may begin. This step is where frustration may set-in and many kids become discouraged if their design continues to fail. The key is teaching that failure is an important part of the Engineering Design Process. Failure is what shapes designs to their optimal performance. Because of this truth, failure should be celebrated as an opportunity to make something better!

For more on the importance of failure along with some teaching tips and related children's books about celebrating failure, visit here.

There is, however, a right way to fail-that is, failure is only positive if learned from and used for improvement. If a design fails during testing, ask the students to write down what went wrong and make notes on how to resolve any issues. Then any design changes must be made before another trial is attempted. This cycle of test/evaluate - Redesign - and build may repeat for a little while until success is achieved. If there does not seem to be any progress being made, ask students to observe what is/is not working in other groups' designs. After a successful test, it is helpful for students to make a sketch of their final design for comparison and reflection.

Arguably, the most important part in the EDP is the final step- Share the Solution! Every scientific discovery or feat of engineering would be a waste if it weren't shared with the world to glean from its success as well as stories of its failures along the way. Students should share their designs with the class and what they learned from any failures.

A great way to explain this process in a real-world context is this video from NASA.

To celebrate Engineers Week and to practice the Engineering Design Process, follow this link for a freebie design challenge that will walk students through the EDP while building a balloon powered car!

In this challenge, kids will harness the power of a balloon to propel a vehicle forward at least 5 feet. A list of suggested materials is provided along with design constraints and considerations. Take it a step further with a math connection calculating the average speed of the vehicle. The challenge sheet also provides a STEM Career Connection to Industrial Engineering.

Some tips from our experience when conducting this challenge:

Students should complete this individually or in partners. More than 2 will not allow everyone to participate.

For the body of the car, you can use a foam meat tray instead of cardboard. These are often sold at grocery stores for a few dollars.

Make sure to complete testing on a slick non-carpeted surface

For cleanliness, have an assigned student per team to blow into the balloon!

For more ideas, you can check out the PBS Design Squad video: http://pbskids.org/designsquad/build/4-wheel-balloon-car/

Happy Engineers Week to you and your budding engineers!
Be sure to check all of the other posts for National Engineers Week!

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Teaching The Engineering Design Process - STEM Activities for Kids

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There are a multitude of different types of engineers-from Aerospace Engineers to Zoo Engineers (yes, that is a real thing!), engineering is a broad term for specialized people that have one major thing in common: the Engineering Design Process. The Engineering Design Process (EDP) is a step-by-step method of solving a problem by creating something tangible with a specific function.