Category: Science

Lesson Summary

In the story ‘Don’t Let Them Disappear,’ readers are introduced to a variety of animals from around the world through captivating and heartwarming illustrations, accompanied by detailed species biographies. In this project, students will enhance the book by creating a book extension to ‘Don’t Let Them Disappear.’ This extension will highlight the conservation of a specific animal and its ecosystem through a call to action (PSA).

STE or Math Standards

• 7.MS-LS2-5. Evaluate competing design solutions for protecting an ecosystem. Discuss the benefits and limitations of each design.

  • Examples of design solutions could include water, land, and species protection and the prevention of soil erosion.
  • Examples of design solution constraints could include scientific, economic, and social considerations.

ELA Standards

1. Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence.
2. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically in paragraphs and sections.
3. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 
4. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. 
5. Establish and maintain a style appropriate to the audience and purpose (e.g., formal for academic writing). 
6. Provide a concluding statement or section that follows from and supports the argument presented.

Video

Don’t Let Them Disappear

Lesson Summary

Every day, Nya takes a long walk from her village to a remote watering hole, where she can fetch water for her family. Despite her hard work, her little sister Akeer still gets sick from drinking dirty water. Can you create a water filter to clean the water, so Nya’s family won’t get sick anymore?

STE or Math Standards

• 5-ESS3-2. Test a simple system designed to filter particulates out of water and propose one change to the design to improve it.

ELA Standards

• Grade 5 Reading Standards for Informational Text [RI] Key Ideas and Details

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, mathematical, or technical text based on specific information in the text.

Video

Nya’s Long Walk: A Step at a Time

Ghost

Lesson Summary

Castle Cranshaw, who calls himself Ghost, lives in the city and is fascinated by world records.  One day while watching a track team practice, he challenges a sprinter and catches the eye of the Olympic medalist coach, who persuades him to join the team.  Ghost has a lot of natural talent but he is facing unexpected challenges in how his body is reacting to the intense training.  

Challenge:  Help the coach develop an informational product that informs the athletes on best practices for training and competing.  Students will research 2-4 body systems and how those systems work together to help an athlete.  They will create a product (video, brochure, poster board, etc.) that can be shown at a preseason meeting, such as Meet the Coach, that persuades athletes to keep themselves healthy throughout the season.

*This project would work well with a team of teachers:  ELA, Science, and see Possible Extensions at the end for ways to involve Math and Social Studies standards as well.

STE or Math Standards

• 6.MS-LS1-3. Construct an argument supported by evidence that the body systems interact to carry out essential functions of life.

ELA Standards

1. Presentation of Knowledge and Ideas
   • 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate vocabulary, eye contact, volume, and pronunciation. (See grade 6 Language Standards 4–6 for specific expectations regarding vocabulary.) 
   • 5. Include multimedia components and visual displays in presentations to clarify information. 
   • 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language Standards 1 and 3 for specific expectations.)

Video

Ghost by Jason Reynolds

Not A Box

Lesson Summary

In our story “Not A Box,” our protagonist adamantly believes their box is NOT a box. That level of imagination is necessary to be a successful innovator!

Using a box, create a device/method to amplify a song being played from a cell phone and describe the physical effects of amplification.

STE or Math Standards

• Science
  • 6.MS-PS4-1; Use diagrams of a simple wave to explain that (a) a wave has a repeating pattern with a specific amplitude, frequency, and wavelength, and (b) the amplitude of a wave is related to the energy of the wave.
  • 6.MS-PS4-2; Use diagrams and other models to show that both light rays and mechanical waves are reflected, absorbed, or transmitted through various materials.

ELA Standards

• Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically in paragraphs and sections.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing).

e. Provide a concluding statement or section that follows from and supports the argument presented.

Video

Not A Box

Lesson Summary

Louis and his family have to flee their home when Hurricane Katrina hits New Orleans and the levees break. Scientists and engineers are working to develop creative ways to prevent this type of damage and destruction from happening again during future storms. But which is the best option for Louis?

Can you choose the best way to reduce the impact of the next hurricane on his neighborhood? 

Science, Technology & Engineering

4-ESS3-2. Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.

ELA Standards

4-ELA-RL-Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text states explicitly and when drawing inferences from the text.

4-ELA-RL-Key Ideas and Details 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

4-ELA-RI-Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text states explicitly and when drawing inferences from the text.

4-ELA-RI-Key Ideas and Details 3. Explain events, procedures, ideas, or concepts in a historical, scientific, mathematical, or technical text, including what happened and why, based on specific information in the text.

Video

A Storm Called Katrina by Myron Uhlberg

Firenze’s Light

Lesson Summary

Firenze is a firefly who is embarrassed about her light and attempts to cover her beautiful glow.  Through personal growth and the help of her friends, she learns that her light is a wonderful trait that makes her special.

Students will investigate how light passes through various materials and will collaborate, plan, and create light filtering outfits for Firenze.

STE or Math Standards

• Physical Science:
  1-PS4-3. Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light.
• Engineering Design:
  1.K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.

ELA Standards

• Speaking and Listening:  Presentation of Knowledge and Ideas
  • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly and using appropriate vocabulary.
  • Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Video

 Firenze’s Light by Jessica Collaco

Lesson Summary

Meet Irene, a determined little girl who braves cold and harsh weather to deliver an important, large package. Choose one problem and then use your knowledge of the properties of materials to design a solution to help Irene more easily deliver the package.

1. Design a tool for Irene that will help her to carry a big, but light box easily in a snowstorm the next time she has to deliver a package.
2. Design a wind and cold proof coat using a combination of materials that will help Irene stay warm and dry during her journey to deliver the package

STE or Math Standards

• Matter and Its Interactions:

  5.PSI.3. Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.

• Technological Systems:

  5.3.5.ETS3.2(MA). Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.

ELA Standards

• Comprehension and Collaboration:

  CCSS.ELA-Literacy.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly

Video

Brave Irene read by Al Gore

Lesson Summary

Raised by Mother Duck after his egg accidentally rolls into her nest, Guji Guji grows up thinking he’s a duck. One day he encounters three crocodiles who point out all the body parts that make him a crocodile. The crocodiles argue that as a fellow crocodile, Guji Guji should help them catch and eat his own family. Guji Guji feels terrible!

Can you help Mother Duck persuade Guji Guji that the ducks have ways to keep safe from the hungry crocodiles?

STE or Math Standards

Science, Technology & Engineering, Grade 4 Life Science, LS1. From Molecules to Organisms: Structures and Processes

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

ELA Standards

Massachusetts English Language Arts, Writing Standards

• Grade 4, Reading Standards for Informational Text

  3. Explain events, procedures, ideas, or concepts in a historical, scientific, mathematical, or technical text, including what happened and why, based on specific information in the text.

• Grade 4, Text Types & Purposes

  2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  a. Introduce a topic clearly and group related information in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

  b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

  c. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Video

Guji Guji read by Robert Guillaume

Lesson Summary

“One Well” is a CitizenKid book that discusses the interconnectedness of the water of Earth. This nonfiction read leaves students with the enduring understanding that every raindrop, lake, underground river and glacier is part of a single global well. Each page takes the reader through an aspect of water on Earth, through developing background information and reveals some challenges. Background info: water cycle, aquatic habitats, and how plants and animals use water. The challenges: uneven distribution, access to, demands on and the pollution of water. This comprehensive text ends with a call to action towards water conservation.

Using their knowledge of water on Earth and the Engineering Design Process, students will propose a way to decrease water consumption or increase its availability to areas which have little access to water.

STE or Math Standards

• Science Standard: 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and groundwater; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere.
  • State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment.

  Note: This book could also be used for standard 5-ESS2-1 (Water cycle)​

ELA Standards

• Grade 5 Speaking and Listening Standards [SL]

  Comprehension and Collaboration

  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Video

One Well: The Story of Water Earth by Rochelle Strauss