Students will be able to:make and document scientific observations in order to compare the effects of different materials on an object's movement using Sphero Bolt coding robots. 

Students will be able to:I can compare speeds of different objects over the same distance in order to explain how friction affects speed.

Students will be able to:Collect, report, and analyze data with regards to sports related injuries in high school athletes.

Using the coding platform Scratch, create an interactive educational project to describe the relationship between any of the 2 systems mentioned below. circulatory system, respiratory system, muscular system, skeletal system, digestive system, nervous system, excretory system, endocrine system, immune system, reproductive system

Students will be able to:Follow experiment directions to create a mixture that will eventually create "snow" while also recording steps and data on paper, as well as using Stop Motion Animation to document visually their progress through the activity.

Students will be able to: carry out an investigation by designing and building a roller coaster to understand how force, motion, gravity, friction, and changes in mass affect the motion of various size/weight balls.

Students will use models to explain how the interconnected processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants.

Students will be able to:ASK questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.ASK questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.ASK questions to determine relationships, including quantitative relationships, between independent and dependent variables.

Students will be able to:Analyze given characteristics for a particular element and identify the type of element and probable location on the Periodic Table. Explain why elements behave in different ways based on their location on the Periodic Table. Recognize patterns and general locations of elements on the Periodic Table based on the type of element and its characteristics. 

Using third grade Michigan Science Standards students will learn about force and motion then design, describe, and create an arcade game for others to play.  Since this is a PBL, many ELA content standards are also included.

Students describe environmental and herditary factors that increase the chance of developing cancer.

Students will create pinhole cameras to understand that light travels in a straight path. They describe the lines and shapes in a nineteenth-century photograph of a building and then use their pinhole cameras to trace the architecture of their school building.

Students will create pinhole cameras to learn how artists manipulate light to make photographs. They describe and analyze a nineteenth-century photograph and use their cameras to capture the architecture of their school or other buildings.

Students will explore science careers by matching vocabulary words with the career associated with that term.

This lesson plan contains reading, writing, and science integration. Students will view onion cells under the microscope, read and answer questions from a selection about cells, learn a note-taking strategy, and create a writing piece from their outline notes. A rubric is provided for assessment of student work.

Students will design a device using Spheros or Sphero Minis and recyclables to help clean trash out of waterways.

This issue of the free online magazine, Beyond Penguins and Polar Bears, highlights resources that help elementary teachers learn about climate change and teach their students important foundational concepts.

This article assembles free resources from the Climate Change and the Polar Regions issue of the Beyond Penguins and Polar Bears cyberzine into a unit outline based on the 5E learning cycle framework. Outlines are provided for Grades K-2 and Grades 3-5.

This article describes some common misconceptions that elementary students may have about oceans. It also includes suggestions for formative assessment and teaching for conceptual change.

This article describes some common misconceptions that elementary students may have about plants. It also includes suggestions for formative assessment and teaching for conceptual change.