Warm Up, Cool Down Version 2.0 New Enhancements (RELEASED)
Energy
The Warm Up, Cool Down unit focuses on the following fundamental ideas:
Weather is a combination of sunlight, wind, snow or rain, and temperature in a particular region
People record weather to notice patterns over time
Sunlight warms the Earth’s surface
Severe weather events vary by region
Warning systems are in place to keep us safe from severe weather events
There are two instructional cycles in this unit. In Cycle 1, students observe daily weather conditions and begin to make predictions about daily weather. In addition, students begin to understand and/or reinforce their understanding that the sun’s energy warms the Earth’s surface. Cycle 1 is assessed by having students prepare a teddy bear that is going on vacation and needs help deciding what to wear while on vacation based on weather patterns. In Cycle 2, students begin to formulate their learning about severe weather events. Students start by simulating various elements that make up the weather. Then students begin to learn about various severe weather events such as blizzards, heavy rain/flooding, and tornadoes. In addition, students begin to make sense of what type of weather warning systems are in place to keep them safe. In Cycle 2, students are assessed for their understanding of severe weather and choose a severe weather event. Students then create a poster that includes either two things they need to stay safe, or two things they would need to do to stay safe for their chosen event.
The Barriers Up! unit focuses on the following fundamental ideas:
Pushing or pulling an object can affect motion
Pushing or pulling an object can change the speed of motion which means a stronger push or pull makes object go faster, and if the strong push or pull is applied in the opposite direction of motion the speed could decrease
Pushing or pulling an object can change the direction of motion
The shape of an object affects its motion
There are two learning cycles in this unit. In the first cycle, students investigate the effects of different strengths and different directions of pushes and pulls on the motion of an object through the phenomenon of children moving on playground equipment (swings, slide, and merry-go-round). Cycle 1 is assessed by having students recommend rules for playing safely on certain pieces of playground equipment. In Cycle 2, students are told that the children at school are following the rules they recommended, but children are still moving too fast down the slide and the principal has asked for their help to change the design of the slide to make sure all kids are safe. Students are introduced to some slide simulation tools (a teddy bear and a ramp) and asked to test their ideas. They test their ideas through multiple explorations, and make a recommendation for how to change the design of the slide on the school playground to ensure all children are safe.
Living It Up Version 2.0 New Enhancements RELEASED
Earth and Environment
Living it Up focuses on the following fundamental science ideas:
Living things need food, water, and air [and shelter] to live and grow
Plants also need light to live and grow
Plants and animals get what they need from the environment in the places they live
Plants and animals can change the environment to meet their needs
Humans impact the environment when they get what they need to live comfortably
There are three instructional cycles in this unit. In Cycle 1, students are introduced to a Wilderness Survival Challenge where they are to get what they need from the land. Students figure out that all animals, including humans, need food, water, air, and shelter. They observe how animals get these things from the environment, and plan for obtaining food, collecting and carrying water, and building a shelter to survive. Students demonstrate understanding in this cycle by creating a Wilderness Survival Guide for the Summative Assessment Performance Task. In Cycle 2, students begin to wonder if plants have the same needs as animals, and they design an investigation to determine what plants actually need. They figure out that a key difference about plants is that they need light to grow and survive. Students demonstrate understanding in this cycle by creating a Plant Care Guide for local greenhouse shoppers. Cycle 3 begins with students reflecting on their needs, and the impact that people make on the environment when those needs are met. Students figure out that small daily choices can reduce the impact on the environment. Students explore the items in home-packed and school-provided lunches to become more aware of the items that are recyclable and not-recyclable. They are challenged with packing a waste-free lunch. Students demonstrate understanding in this cycle by doing a school environmental audit. Students observe school-wide activities to evaluate how environmentally friendly their school’s procedures are. Based on the audit, students make recommendation(s) to the principal for making even better choices to reduce human impact on the environment based on a Modified Michigan Green Schools rubric.