Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

This module is designed to guide students in better understanding energy and its many different forms. The students will also understand how one form of energy is transformed into another form of energy.  The teacher will facilitate students' explorations as they generate a summary of their experiences.  Throughout this unit, students will be guided in using practical materials such everyday appliances, electrical energy, energy from the sun and kitchen materials to create a device that can transform energy.This module was developed by Sarah Donnelly, Stephanie Hooks, and Karin Kaerwer as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

This module focuses on SOL 5.7c, energy’s effects on phases of matter. The target population is a fifth grade inclusive classroom. After this learning experience, students should understand that as its temperature increases, many kinds of matter change from a solid to a liquid to a gas. As its temperature decreases, that matter changes from a gas to a liquid to a solid. This module was developed by Karin Kaerwer, Stephanie Hooks, Sarah Donnelly as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

The environmental science content guidelines are inteded to provide content guidance for the instruciton of environmental science.  The intent is that these guidelines become standards during the next revision cycle.

In this unit, students will study the evolution of whales from four-limbed, land dwelling, mammalian ancestors to modern, two-finned, aquatic mammals through a virtual or in-class simulation lab. This activity will teach them more about how fossils, homologous structures, and DNA analysis provide evidence for macroevolution, evolutionary theory, and modern classification. This module was developed by Liz Ashby as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

As technology has evolved over time so has the understanding of the structure of the atom. This module focuses on how the model of the atom has changed over time using The Atomic Theory Timeline including the historical contributions of the scientists involved. This module was developed by Tracey Nipper as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

Dwelling on all the impacts of climate change can be overwhelming and lead to feelings of apathy or hopelessness; that is why it is imperative that we use a solutions-based approach toteaching about the topic. Climate change is caused by both natural and anthropogenic factors which lead to higher levels of carbon in the atmosphere. There are many solutions that can be employed to fix the root cause, mitigate damage, and to help us adapt to the changes that havealready occurred. It will take a global effort to take on this global issue. The best place to start is at a local level. There are many ways we can impact the planet in a positive way. One way is to decrease the use of fossil fuels which can lead to decreased global temperatures. We can also support policies or technology that will help us become more energy efficient. Many people all around the globe have started to enact these solutions. In this lesson plan, students will explore various solutions by simulating different policies in a model and watching a video about how people have started to tackle climate change within their careers.

Students will construct a simple electromagnet using a dry cell, wire, nail, or other object containing iron (5.4 e), plan and conduct an investigation to determine the strength of an electromagnet (5.4 e), and define a problem and design a solution that uses an electromagnet; demonstrate and explain how the electromagnet works (5.4 e). After the completion of this module students will understand how to construct an electromagnet and explain how one works. This module was developed by Sarah Donnelly as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

VDOE resource to assist in the tracking of content in fifth grade science.  This is a resource that divisions or schools may use as needed.  

VDOE resource to assist in the tracking of content in first grade science.  This is a resource that divisions or schools may use as needed.  

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

As 5th grade students are learning about force and motion in science, these comprehension “mix-ups” are a great way to monitor students’ understanding of the content along with checking reading comprehension.

VDOE resource to assist in the tracking of content in fourth grade science.  This is a resource that divisions or schools may use as needed.  

After experiencing this module, students should understand that friction is a force that opposes motion (SOL 5.3e). This lesson was written with an inclusive fifth grade classroom in mind, but can be adapted for a smaller pull-out group if necessary. This module was developed by Karin Kaerweras part of a Virginia Commonwealth University STEM initiative sponsered by the Virginia Department of Education.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.