This unit consists of five lessons covering buoyancy and engineering boats. Each lesson includes goals, anticipatory set, learner objectives, guided practice, procedure instructions, closing activities, and extensions. Student handouts and worksheets are also included.

Lesson 1: Intro to Buoyancy
Lesson 2: Engineer a Barge
Lesson 3: Intro to Sails & Motion
Lesson 4: Engineer a Sailboat
Lesson 5: Final Vessel

NGSS: 3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

Lesson 1 materials: empty 2-liter bottles with tops cut off, pennies or other coins, marble, modeling clay, crap wood, rocks, pingpong ball, golf ball, popsicle stick, paper clip, scale, other object for floating or sinking
Lesson 2 materials: for each student - 12" x 12" piece of aluminum foil, 4 popsicle sticks, 2 straws, 12" masking tape; teacher pre-setup - enough pennies for testing (500 pennies per group), pool filled 2/3 with water
Lesson 3 materials: string/yarn, 1/2 straw for each student, 2 different types of paper (tissue & white copy paper), tape, scissors, fan, wooden skewers, 2 popsicle sticks per student, rulers, protractors, stencils.
Lesson 4 materials: 8 popsicle sticks, 1 wooden skewer, 1 straw, masking tape or duct tape, tissue paper or copy paper
Lesson 5 materials: same as Lesson 2

Students conduct a simple experiment to see how the water level changes in a beaker when a lump of clay sinks in the water and when the same lump of clay is shaped into a bowl that floats in the water. They notice that the floating clay displaces more water than the sinking clay does, perhaps a surprising result. Then they determine the mass of water that is displaced when the clay floats in the water. A comparison of this mass to the mass of the clay itself reveals that they are approximately the same.

Students bury various pieces of trash in a plotted area of land outside. After two to three months, they uncover the trash to investigate what types of materials biodegrade in soil.

In this lesson, students will learn about bees and their connection to agriculture. Includes activity instructions, variations, and exentsion activities.

NGSS: 2-LS2-2

Common Core: RL.1.1, RI.7, SL2.5

Social Sciences: K.11

Time: 45 minutes

In the previous lesson, we learnt about the properties of a solid, liquid and gas matter/ material. in this lesson you will learn how some materials can be changed from a solid, liquid and gas by heating or cooling the material.

CK-12 Biology for High School FlexBook® covers core biology concepts and includes PLIX, real world examples, videos, and study guides.

CK-12’s Life Science delivers a full course of study in the life sciences for the middle school student, relating an understanding of the history, disciplines, tools, and modern techniques of science to the exploration of cell biology, molecular biology, genetics, evolution, prokaryotes, protists,fungi, plants, animals, invertebrates, vertebrates, human biology, and ecology. This digital textbook was reviewed for its alignment with California content standards.

The COVID-19 Pandemic is a clear example of how science and society are connected. This unit explores how different communities are differentially impacted by the virus through the lens of historical inequities in society. In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

The COVID-19 Pandemic is a clear example of how science and society are connected. This unit explores how different communities are differentially impacted by the virus through the lens of historical inequities in society. In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities, especially communities of color. Specific learning targets are listed at the beginning of each lesson and highlight a core idea for the lesson, the science and engineering practice students will engage in, and the crosscutting concept students will use in the lesson. i

The unit focuses on the question How can people help end pandemics? It is designed to teach students about the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities. Over the course of the unit, students will study the COVID-19 pandemic in light of historical pandemics to build an understanding of the following key concepts:

• How the COVID-19 virus spreads from person to person and through communities,
• How strategies to reduce transmission of COVID-19 work,
• How the actions of individuals can help to end pandemics.

The unit also supports the development of two social emotional competencies: self awareness and social awareness.

C-ROADS is a simplified version of a climate simulator. Its primary purpose is to help users understand the long-term climate effects (CO2 concentrations, global temperature, sea level rise) of various customized actions to reduce fossil fuel CO2 emissions, reduce deforestation, and grow more trees. Students can ask multiple, customized what-if questions and understand why the system reacts as it does.

Students conduct a greenhouse gas emission inventory for their college or university as a required part of the American College and University Presidents Climate Commitment.

After completing the associated lesson and its first associated activity, students are familiar with the 20 major bones in the human body knowing their locations and relative densities. When those bones break, lose their densities or are destroyed, we look to biomedical engineers to provide replacements. In this activity, student pairs are challenged to choose materials and create prototypes that could replace specific bones. They follow the steps of the engineering design process, researching, brainstorming, prototyping and testing to find bone replacement solutions. Specifically, they focus on identifying substances that when combined into a creative design might provide the same density (and thus strength and support) as their natural counterparts. After iterations to improve their designs, they present their bone alternative solutions to the rest of the class. They refer to the measured and calculated densities for fabricated human bones calculated in the previous activity, and conduct Internet research to learn the densities of given fabrication materials (or measure/calculate those densities if not found online).

Students construct three-dimensional models of water catchment basins using everyday objects to form hills, mountains, valleys and water sources. They experiment to see where rain travels and collects, and survey water pathways to see how they can be altered by natural and human activities. Students discuss how engineers design structures that impact water collection, as well as systems that clean and distribute water.

Students drop marbles into holes cut into shoebox lids and listen carefully to try to determine the materials inside the box that the marbles fall onto, illustrating the importance of surface composition on dolphins' abilities to sense materials, depth and texture using echolocation. This activity builds on what students learned in the associated lesson about bycatching by fisheries and how it affects marine habitats and species, especially dolphins. Students learn how echolocation works, why certain animals use it to determine the size, shape and distance of objects, and how people can take advantage of dolphins' echolocation ability when developing bycatch avoidance methods.

This lab demonstrates Ohm's law as students set up simple circuits each composed of a battery, lamp and resistor. Students calculate the current flowing through the circuits they create by solving linear equations. After solving for the current, I, for each set resistance value, students plot the three points on a Cartesian plane and note the line that is formed. They also see the direct correlation between the amount of current flowing through the lamp and its brightness.

Few people are aware of how crucial the sense of smell is to identifying foods, or the adaptive value of being able to identify a food as being familiar and therefore safe to eat. In this lesson and activity, students conduct an experiment to determine whether or not the sense of smell is important to being able to recognize foods by taste. The teacher leads a discussion that allows students to explore why it might be adaptive for humans and other animals to be able to identify nutritious versus noxious foods. This is followed by a demonstration in which a volunteer tastes and identifies a familiar food, and then attempts to taste and identify a different familiar food while holding his or her nose and closing his or her eyes. Then, the class develops a hypothesis and a means to obtain quantitative results for an experiment to determine whether students can identify foods when the sense of smell has been eliminated.

Students are presented with a short lesson on the difference between cohesive forces (the forces that hold water molecules together and create surface tension) and adhesive forces (the forces that causes water to "stick" to solid surfaces. The interaction between cohesive forces and adhesive forces causes the well-known capillary action. Students are also introduced to examples of capillary action found in nature and in our day-to-day lives.

As part of a (hypothetical) challenge to help a city find the most affordable and environmentally friendly way to clean up an oil spill, students design and conduct controlled experiments to quantify capillary action in sand. Like engineers and entrepreneurs, student teams use affordable materials to design and construct models to measure the rate of capillary action in four types of sand: coarse, medium, fine and mixed. After observing and learning from a teacher-conducted capillary tube demonstration, teams are given a selection of possible materials and a budget to work within as they design their own experimental setups. After the construction of their designs, they take measurements to quantify the rate of capillary action, create graphs to analyze the data, and make concluding recommendations. Groups compare data and discuss as a class the pros and cons of their designs. Pre- and post-evaluations and two worksheets are provided.