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100 Free Web Tools for Elementary Teachers
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This article includes the URL and description of 100 free web tools that can be used by all teachers. The tools are categorized into search engines, math and science, games, templates and lesson plans, and more.

Subject:
Science
Material Type:
Reading
Provider:
Ohio State University College of Education and Human Ecology
Provider Set:
Beyond Penguins and Polar Bears: An Online Magazine for K-5 Teachers
Author:
John Costilla
Date Added:
05/29/2019
10 Ways to be Successful at Distance Learning (for Students)
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This is a short and to-the-point video (Students Distance Learning.mp4) from Alex Case in Loudoun County. It can give you ideas for making your own video for your division's students, and even for your teachers!

Subject:
Computer Science
Cross-Curricular
CTE
English
ESL
Fine Arts
Health/Physical Education
History/Social Sciences
Mathematics
Science
Special Education
World Languages
Material Type:
Visual Media
Author:
Alex Case
Date Added:
09/25/2020
12 Steps to a Sustainable High School
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This activity includes an assessment, analysis, and action tool that can be used by classrooms to promote understanding of how the complex current issues of energy, pollution, supply and consumption are not just global but also local issues.

Subject:
Earth and Space Systems
Material Type:
Activity/Lab
Provider:
CLEAN: Climate Literacy and Energy Awareness Network
Provider Set:
CLEAN: Climate Literacy and Energy Awareness Network
Date Added:
06/05/2019
2018 Science Standards of Learning Curriculum Framework
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CC BY-NC-ND
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The 2018 Science Standards of Learning Curriculum Framework provides a foundation of content knowledge and science and engineering practices that teachers or divisions should use when developing their own curriculum.

Subject:
Science
Material Type:
Module
Author:
Anne Petersen
Date Added:
01/06/2020
20/20 Vision
Read the Fine Print
Educational Use
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In this activity, students determine their own eyesight and calculate what a good average eyesight value for the class would be. Students learn about technologies to enhance eyesight and how engineers play an important role in the development of these technologies.

Subject:
Scientific and Engineering Practices
Material Type:
Activity/Lab
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Denali Lander
Janet Yowell
Joe Freidrichsen
Malinda Schaefer Zarske
Date Added:
09/26/2008
2-Day Investigation of Soil Samples
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This activity is designed for a primary classroom (outdoors & indoors) investigation where students collect and investigate soil samples and describe the soils, looking for similarities and differences. Students develop a method of recording the data colleted and can present the information gathered.

Subject:
Living Systems and Processes
Material Type:
Activity/Lab
Lesson Plan
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Pedagogy in Action
Date Added:
05/29/2019
3RC (Reduce, Reuse, Recycle and Compost)
Read the Fine Print
Educational Use
Rating

In this lesson, students expand their understanding of solid waste management to include the idea of 3RC (reduce, reuse, recycle and compost). They will look at the effects of packaging decisions (reducing) and learn about engineering advancements in packaging materials and solid waste management. Also, they will observe biodegradation in a model landfill (composting).

Subject:
Scientific and Engineering Practices
Material Type:
Lesson Plan
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Author:
Amy Kolenbrander
Janet Yowell
Jessica Todd
Malinda Schaefer Zarske
Date Added:
09/18/2014
3rd Grade Physical Science Unit
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In this Unit, students embark on a mission to create a campaign which promotes seat belt use for a teenage audience. In the context of this project, students explore NGSS PE’s 3-PS2-2, 3-PS2-1, 3-5-ETS1-1, 3-PS2-3, and 3-PS2-4 while investigating the effects of balanced and unbalanced forces acting on an object. Through a series of collect evidence to write a claim based on evidence for why seatbelts are important.

Download: ForcesAndInteractions.3rdgrade_krEFi7M.pdfDelete
Google Drive with Teacher Resources

Portions of this storyline can be successfully implemented without access to FOSS instructional or lab materials. Specifically, the unit entry event, driving question, supplemental lessons and online resources, etc., can still be used to engage students in learning the addressed NGSS bundle.

For most recent version of this unit, please visit www.stemmaterials.org

Subject:
Science
Material Type:
Activity/Lab
Provider:
Educational Service District 112
Author:
Pranjali Upadhyay
Date Added:
05/16/2019
4th Grade Physical Science Unit
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This Unit for the 4th Grade Kit, Waves and Energy, weaves together the various FOSS investigations in the context of an authentic and engaging storyline. Through an imaginary correspondence with a 4th grader who lives in the village of Ghaghara, India, students use a series of investigations to build their skills and content knowledge in order to solve larger problems being faced by their friend, Parvathi. Students engage in project-based learning while using science and engineering practices to help solve everyday problems in the context of Parvathi’s life. Students also use online research and evidence from investigations to construct claims based on evidence which inform and drive their practice of engineering.

Subject:
Science
Material Type:
Activity/Lab
Assessment
Provider:
Educational Service District 112
Author:
Pranjali Upadhyay
Date Added:
05/16/2019
52 Minute Challenge
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Students get one class period (52 minutes) to find a real problem on campus, document it, develop a solution and prepare a market-based presentation to be peer-reviewed the next day. The main goal of this project is to highlight the importance of collaboration when working under a tight deadline - a common situation in today's working world.

This project integrates engineering, design and business concepts and meets learning standards from 9th to 12th grade.

Subject:
Science
Material Type:
Assessment
Interactive
Lecture
Lesson Plan
Simulation
Teaching/Learning Strategy
Provider:
Allen Distinguished Educators
Date Added:
11/04/2015
Remix
52 Minute Challenge - Green Your School! (Remix)
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This final project uses the 52 Minute Challenge to allow students a chance to pitch a real idea to create a more environmentally friendly school.

A remix of https://goopenva.org/courses/52-minute-challenge.

Subject:
Living Systems and Processes
Material Type:
Activity/Lab
Assessment
Author:
Amy Shaver
Date Added:
05/13/2020
52 Minute Challenge - Green Your School! (Remix)
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This final project uses the 52 Minute Challenge to allow students a chance to pitch a real idea to create a more environmentally friendly school.

A remix of https://goopenva.org/courses/52-minute-challenge.

Subject:
Living Systems and Processes
Material Type:
Activity/Lab
Assessment
Author:
Liz Ashby
Date Added:
07/14/2020
6.2 Thermal Energy - Unit Overview
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This unit on thermal energy transfer begins with students testing whether a new plastic cup sold by a store keeps a drink colder for longer compared to the regular plastic cup that comes free with the drink. Students find that the drink in the regular cup warms up more than the drink in the special cup. This prompts students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that might explain why one drink warms up more than the other.

Students investigate the different cup features they conjecture are important to explaining the phenomenon, starting with the lid. They model how matter can enter or exit the cup via evaporation However, they find that in a completely closed system, the liquid inside the cup still changes temperature. This motivates the need to trace the transfer of energy into the drink as it warms up. Through a series of lab investigations and simulations, students find that there are two ways to transfer energy into the drink: (1) the absorption of light and (2) thermal energy from the warmer air around the drink. They are then challenged to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints.

See the OpenSciEd Instructional Model also: https://www.openscied.org/openscied-instructional-model/

Subject:
Science
Force/Motion/Energy
Material Type:
Unit of Study
Provider:
OpenSciEd
Date Added:
03/20/2020
6.3 Weather, Climate & Water Cycling - Unit Overview
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This unit on weather, climate, and water cycling is broken into four separate lesson sets. In the first two lesson sets, students explain small-scale storms. In the third and fourth lesson sets, students explain mesoscale weather systems and climate-level patterns of precipitation. Each of these two parts of the unit is grounded in a different anchoring phenomenon.

The unit starts out with anchoring students in the exploration of a series of videos of hailstorms from different locations across the country at different times of the year. The videos show that pieces of ice of different sizes (some very large) are falling out of the sky, sometimes accompanied by rain and wind gusts, all on days when the temperature of the air outside remained above freezing for the entire day. These cases spark questions and ideas for investigations, such as investigating how ice can be falling from the sky on a warm day, how clouds form, why some clouds produce storms with large amounts of precipitation and others don?t, and how all that water gets into the air in the first place.

The second half of the unit is anchored in the exploration of a weather report of a winter storm that affected large portions of the midwestern United States. The maps, transcripts, and video that students analyze show them that the storm was forecasted to produce large amounts of snow and ice accumulation in large portions of the northeastern part of the country within the next day. This case sparks questions and ideas for investigations around trying to figure out what could be causing such a large-scale storm and why it would end up affecting a different part of the country a day later.

See the OpenSciEd Instructional Model also: https://www.openscied.org/openscied-instructional-model/

Subject:
Science
Earth and Space Systems
Material Type:
Unit of Study
Provider:
OpenSciEd
Date Added:
03/20/2020
6th Grade Summer Science : Astronomy
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Middle Grades Science astronomy. Astronomy. Geology III Weathering Erosion and Human Impact Introduction Key Terms Weathering and Natural Erosion Rocks to Soil Erosion from Water Erosion from Gravity and Wind Human Activity and Erosion

Subject:
Science
Material Type:
Module
Provider:
Georgia Virtual
Author:
Georgia Virtual School
Date Added:
06/02/2018
6th Grade Summer Science : Geology I - Inside the Earth and Plate Tectonics
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Middle Grades Science insideearth. Geology I - Inside the Earth and Plate Tectonics. Geology I Inside the Earth and Plate Tectonics Key Terms Inside the Earth Plate Tectonics Earthquakes I EarthQuakes II Volcano Formation and Types Volcano Eruptions Review Assignments

Subject:
Science
Material Type:
Module
Provider:
Georgia Virtual
Author:
Georgia Virtual School
Date Added:
06/02/2018
6th Grade Summer Science : Hydrology and Meteorology
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Middle Grades Science hydrologymeteorology. Hydrology and Meteorology. Geology III Weathering Erosion and Human Impact Introduction Key Terms Weathering and Natural Erosion Rocks to Soil Erosion from Water Erosion from Gravity and Wind Human Activity and Erosion

Subject:
Science
Material Type:
Module
Provider:
Georgia Virtual
Author:
Georgia Virtual School
Date Added:
06/02/2018
7.3 Metabolic Reactions - Unit Overview
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This unit on metabolic reactions in the human body starts out with students exploring a real case study of a middle-school girl named M?Kenna, who reported some alarming symptoms to her doctor. Her symptoms included an inability to concentrate, headaches, stomach issues when she eats, and a lack of energy for everyday activities and sports that she used to play regularly. She also reported noticeable weight loss over the past few months, in spite of consuming what appeared to be a healthy diet. Her case sparks questions and ideas for investigations around trying to figure out which pathways and processes in M?Kenna?s body might be functioning differently than a healthy system and why.

Students investigate data specific to M?Kenna?s case in the form of doctor?s notes, endoscopy images and reports, growth charts, and micrographs. They also draw from their results from laboratory experiments on the chemical changes involving the processing of food and from digital interactives to explore how food is transported, transformed, stored, and used across different body systems in all people. Through this work of figuring out what is causing M?Kenna?s symptoms, the class discovers what happens to the food we eat after it enters our bodies and how M?Kenna?s different symptoms are connected.

See the OpenSciEd Instructional Model also: https://www.openscied.org/openscied-instructional-model/

Subject:
Science
Living Systems and Processes
Material Type:
Unit of Study
Provider:
OpenSciEd
Date Added:
03/20/2020
7.4 Matter Cycling & Photosynthesis - Unit Overview
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This unit on matter cycling and photosynthesis begins with students reflecting on what they ate for breakfast. Students are prompted to consider where their food comes from and consider which breakfast items might be from plants. Then students taste a common breakfast food, maple syrup, and see that according to the label, it is 100% from a tree.

Based on the preceding unit, students argue that they know what happens to the sugar in syrup when they consume it. It is absorbed into the circulatory system and transported to cells in their body to be used for fuel. Students explore what else is in food and discover that food from plants, like bananas, peanut butter, beans, avocado, and almonds, not only have sugars but proteins and fats as well. This discovery leads them to wonder how plants are getting these food molecules and where a plant?s food comes from.

Students figure out that they can trace all food back to plants, including processed and synthetic food. They obtain and communicate information to explain how matter gets from living things that have died back into the system through processes done by decomposers. Students finally explain that the pieces of their food are constantly recycled between living and nonliving parts of a system.

See the OpenSciEd Instructional Model also: https://www.openscied.org/openscied-instructional-model/

Subject:
Science
Living Systems and Processes
Material Type:
Unit of Study
Provider:
OpenSciEd
Date Added:
03/20/2020
7th Grade Life Science at the Observatory: Life Throughout the Universe
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This classroom activity will show students that there is a lot we don't know about science, for example life throughout the universe. It will hopefully encourage students to question what we know and don't know, and exploration and study of the unknown.

Subject:
Earth and Space Systems
Material Type:
Activity/Lab
Teaching/Learning Strategy
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Pedagogy in Action
Author:
Brad Snyder
Date Added:
05/29/2019