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

Meaningful STEM learning can happen at home as we problem-solve around the house and make sense of intriguing phenomena around us! Join as we explore the phenomenon of garbage patches in the ocean and think of what we can do at home to help solve the problem!

This unit explores Performance Expectations MS-PS2-1, 2-2, 3-1, 3-5 and ETS1-4 via an engineering challenge to design the most efficient wind turbine. Students are pressed to explain why and how wind surfers are able to catch so much wind!

How can we use solar energy to improve the lives of people living “off-the-grid” in Kenya? This unit explores the NGSS Middle School bundle for Engineering Design (MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4) by engaging students in a Project-Based engineering task where students develop and apply their understanding of solar energy to create a solar device which can generate electricity for people who have lost power due to a natural disaster.

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.

Meaningful STEM learning can happen at home as we problem-solve around the house and make sense of intriguing phenomena around us! Join us as we explore plants and animals in nature and use them as inspiration to solve an everyday problem for our family!

This unit explores Performance Expectations MS- LS2-4, LS2-5 by having students collect local ecosystems data with a variety of computational tools: pH sensors, turbidity, oxygen levels and temperature – and to develop a presentation to communicate how and why their stream is a healthy habitat, or not!

This unit explores Performance Expectations MS- ESS3-2, ESS2-3 and ETS1-4 by engaging students in Project-Based learning to develop a community presentation that examines whether your community is ready to respond to a major tectonic event.

This unit explores Performance Expectations MS-ESS2-5 and MS-ESS2-6 to engage students in constructing an explanation through modeling and analyzing data for why so many tornados occur in the United States, and specifically ‘Tornado Alley!

Overview: Developed in partnership with the Jamerson Center for Engineering and Mathematics and ESD112 STEM Initiatives, this unit explores NGSS Performance Expectations for Kindergarten Weather and Climate, including an engineering design performance task.

This unit introduces kindergarten students to the patterns and variations in local weather by engaging them in this unit which integrates K NGSS standards for physical science (K-PS3-1, K-PS3-2, K-ESS2-1) with CC ELA standards.

Meaningful STEM learning can happen at home as we problem-solve around the house and make sense of intriguing phenomena around us! Join us as we embark on a mission to create a healthy and nutritious meal for our family! This STEM mini-project can be launched by the teacher and can provide families with a fun project to do in the kitchen.

Meaningful STEM learning can happen at home! Embark on a journey with your students to answer the driving question: How can we design a solution to prevent Washington’s coast from eroding?