Home > Student Learnin... > Student Enrichm... > Greenbush Virtu... > 3rd – 5th Grade

3rd – 5th Grade

Virtual Science

3rd grade

Electric and Magnetic Interactions (Part 1 Magnetism)

Essential Question: How can electric and magnetic forces interact? 

Through observation of electric and magnetic forces, students will be able to define and analyze the properties of objects. Students will investigate how magnets work and the cause and effect relationships as they explore numerous interactions. Teachers will need to provide the following supplies per student: Disposable bowl or cup, small paperclip, small piece of Styrofoam or a leaf, water. Students will also need various items of their choice to explore with such as a pencil, spoon, brass fastener, stick, pink eraser, foil, penny, rock etc. Greenbush will supply magnets.

  • 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
  • 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
  • 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 
  • 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.

Electric and Magnetic Interactions (Part 2- Electric Charges)

Essential Question:  How can electric and magnetic forces interact?

Through observation of electric and magnetic forces, students will be able to define and analyze the properties of objects. Students will explore static charges, electric current, and how electromagnets work.  Teachers will need to provide the following supplies per student: Paper, Aluminum Foil, Balloon. Greenbush will supply Lights.

  • 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 
  • 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
  • 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 
  • 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets

Inheritance and Variation of Traits: (Part 1- Life Cycles and Traits)

Essential Question:  How do organisms vary in their traits and what happens when their environment changes? 

Students will explore the similarities and differences of organisms’ life cycles.  Students will develop an understanding that organisms have different inherited traits and how these traits are passed onto offspring by creating a monster through a heredity manipulative. Teachers will need to provide the following supplies per student: Teacher print out and colored pencils, penny or something to represent heads or tails.

Next Generation Science Standards

  • 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
  • 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Mission Sphero (Must book 2 sessions at 1 hour each for full lab experience)

Essential Question: How does coding impact our lives? 

We’re going on a mission, start the countdown, 5…4…3…2…1! Students will learn the importance of coding and how it is used in everyday life. During Mission Sphero, students will learn Sphero basics by “driving” the Sphero, changing its colors and speed, and participating in activities that demonstrate how coding is used in the real world. After mastering the basics, they will have the opportunity to create their own codes to accomplish certain tasks and create a Brain Break. Teachers will need to provide the following supplies: Masking tape, printed teacher copy of Sphero protractor.  Greenbush will provide Sphero and Docking station with charging blocks, Ipad with Sphero App.

  • 3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
  • 3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
  • CSS 1B-CS-01 Describe how internal and external parts of computing devices function to form a system.
  • CSS 1B-CS-02 Model how computer hardware and software work together as a system to accomplish tasks.
  • CSS 1B-AP-10 Create programs that include sequences, events, loops, and conditionals. 
  • 3.0A.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. 

4th grade

Plants (Photosynthesis) 

Students will study and investigate the structure of plants that help

them survive. Then students will then get an overview of photosynthesis and perform an experiment to show how it works. Materials supplied by the classroom teacher: spinach leaves (1 per student), straws (1 per student), clear plastic cups (1 per student), tape (just enough to label the cups ‘light’ and ‘dark’, lamp (if you don’t have a window in your classroom), baking soda, and dish soap (just a couple drops is enough for the whole class). 

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

Sound

Essential Question: How does energy travel? 

What is sound energy? Using sound energy, students will learn how energy travels. What do these waves of energy look like? How can we change the shapes and sizes of the waves? Students will investigate sound waves and pitches. 

  • 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electrical currents. 
  • 4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. 

Light

Essential Question: How does energy travel?

What is light energy? Using light energy, students will learn how energy travels. What do these waves of energy look like? How can we change the shapes and sizes of the waves? Students will investigate and experiment with reflecting light and light over a distance. 

  • 4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. 
  • 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electric currents. 

Mission Sphero (Must book 2 sessions at 1 hour each for full lab experience) 

Students will learn the importance of coding and how it is used in everyday life. During Mission Sphero, students will learn Sphero basics by “driving” the Sphero, changing its colors and speed and participating in activities that demonstrate how coding is used in the real world. After mastering the basics, they will have the opportunity to send a secret message. Materials: Teachers will need to provide a roll of masking tape (Or anything that can be used to mark a certain distance on the floor) and print out a copy of the Sphero Protractor (provided in the packet). Greenbush will drop off and pick up Spheros and iPads.

  • CSS 1B-CS-01 Describe how internal and external parts of computing devices function to form a system.
  • CSS 1B-CS-02 Model how computer hardware and software work together as a system to accomplish task.
  • CSS 1B-AP-10 Create programs that include sequences, events, loops, and conditionals.
  • 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
  • 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 
  • 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Animals

Students will investigate the different structures that animals have to help them survive. They will also get to see some of the Science Center’s special animals to compare and contrast features on them. Materials: Teachers will need to provide colored pencils and print out ‘Comparison of Forelimbs’ paper for each student (provided in the packet). 

  • 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction. 
  • 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. 

5th grade

Matter-Chemical and Physical Changes

Students will learn the difference between a chemical and a physical change. They will be able to identify chemical and physical changes that occur every day. Students will then get to mix different substances and determine if a chemical or physical change has occurred. Materials provided by teacher, amount will be in the packet (Note: If you have any trouble getting any of these materials and the quantity needed, please contact kenzie.heatherly@greenbush.org): One instant cold pack (like those found in first aid kits), table salt, disposable cups, plastic spoons, baking soda, vinegar, milk, road salt (only 1 cup), paper, and black construction paper.

  •  5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen. 
  •  5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Waters of the Earth – Distribution of Water

Essential Question: How does water tie Earth’s systems together?

What is the importance of water? How much water is available on earth and where is this water? Students will answer these questions and investigate the distribution of Earth’s waters.

  • 5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Waters of the Earth – Tides and pH

Essential Question: How does water tie Earth’s systems together? 

Students will investigate the role of water on Earth. How can pollution affect Earth’s water? What else affects Earth’s waters and what causes tides? Students will also have the chance of analyzing water to discover what “healthy” waters look like. Materials: Teachers will need to provide magnets IF they have access to a classroom set. If not, students can experiment at home. Greenbush will provide all magnetic slime material. 

  • 5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. 
  • 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.
  • 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Virtual Social Studies & Cross-Curricular Art 

3rd grade

Cool Cartography (November Lesson)

Explore the skill, care, and sometimes humor that go into creating a map. Students will create their own map of a “country” and make it a work of art.

Kansas College and Career Ready Standards for Social Studies/Geography:

  • Standard 3 Societies are shaped by beliefs, ideas, and diversity.

Kansas College and Career Ready Standards for Visual Arts:

  • VA: Cr1.1.3  Elaborate on an imaginative idea.
  • VA: Cr2.1.3  Individually or collaboratively construct representations, diagrams, or maps of places that are a part of everyday life.
  • VA: Cr3,1,3  Elaborate visual information by adding details in an artwork to enhance emerging meaning.

4th grade

The Art of Mathematics: Notan Squares (November Lesson)

The Japanese use the term ‘Notan’ to describe an important element of design. This concept involves the play of light versus dark. Notan means dark versus light harmony. Learn how positive and negative space as well as symmetry can be used to create a dramatic art composition.

Kansas College and Career Ready Standards for Math:

4-G.3  Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Kansas College and Career Ready Standards for Visual Arts:

VA:Cr.2.1.4  Explore and invent art-making techniques and approaches.

5th grade

Coding Unplugged: Graph Paper Coding (November Lesson)

Coding doesn’t always have to be done on a computer!  Students will experience some of the core concepts of coding by “programming” their friends to draw a picture.

International Society for Technology in Education (ISTE) Standards:

  • Computational Thinker 5d  Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Kansas College and Career Ready Standards for Math:

  • M.P 1 Make sense of problems and persevere in solving them.
  • M.P 2 Reason abstractly and quantitatively.
  • M.P 3 Construct viable arguments and critique the reasoning of others.
  • M.P 4 Model with mathematics.
  • M.P 5 Use Appropriate tools strategically.
  • M.P 6 Attend to precision.
  • M.P 7 Look for and make use of structure.

Virtual Team-Building and Social-Emotional Character Development Lessons

3rd – 5th grade 

Get to Know Ya Bus

No matter how you arrive at school, today we will be taking a trip on the “Get to Know Ya Bus!” In this team building activity, we will learn more about peers in our class and find out how we are both similar and unique. 

3rd – 5th grade (SECD)

A Pep Talk: On November 3rd, the election occurred. What does that mean for “We the People?” We all want a happier now and a better tomorrow. We all want success for ourselves and others. But what does that look like and how do we get there? If we want more “awesome” in the world, we have to create it. Join Greenbush and Kid President for a Pep Talk and let’s write the pages of our history.

Standards:

SECD.IM.4.3 – Identify and demonstrate civic responsibilities in a variety of situations (for example, bullying, vandalism and violence).

SECD.IM.4.7 – Examine the personal impact of helping others.

SECD.IM.5.3 – Develop strategies for building relationships, including recognizing and developing a respect for individual similarities and differences.

SECD.IM.6.1 – Describe how words, voice tone and body language communicate and impact relationships positively and negatively and respond appropriately and respectfully in social situations.

The Strengths Spotter

Sometimes students will feel left out, almost invisible because they are different. At Greenbush, we think being different is cool! Being different is what makes us unique. In this SECD lesson, we will read The Invisible Boy by Trudy Ludwig and discuss how the things we say or do can hurt others and make them feel alone. That’s not very fun. Instead, let’s become Strengths Spotters. Your students will be on the lookout for unique qualities they see in others! 

  • SECD.IM.1.3 – Demonstrate and practice characteristics of caring and empathic relationships with family, school and community and recognize hurtful relationships and the impact they have on others.
  • SECD.IM.3.3 – Describe, identify and practice the benefits of various personal qualities (for example, personal strengths, weaknesses, interests and abilities.)
  • SECD.IM.5.3 Develop strategies for building relationships, including recognizing and developing a respect for individual similarities and differences.

The Power of Pause

We can experience multiple emotions in the span of one second. Sometimes those emotions feel small. Sometimes they can feel very big and overwhelming. These emotions can affect how we respond behaviorally. In this lesson, students will practice grounding techniques that will help them self-regulate in times when they experience those big emotions and make productive behavioral decisions.

  • SECD.IM.3.2 – Identifying the varying degrees of emotions one can experience in different situations and recognize reactions to emotions.
  • SECD.IM.3.1 – Describe behavioral responses depending on context and situation.
  • SECD.IM.4.4 – Predict possible outcomes to behavioral choices
  • SECD.IM.3.4 – Identify reliable self-help strategies (for example, positive self-talk, problem-solving, time management, self-monitoring).

Virtual Project-Based Learning Labs

3rd – 5th grade: Conservation in Action

Essential Question: How do humans impact the environment and what actions can we take to protect it? 

These grade band appropriate, interdisciplinary, STEAM project based learning modules stem from the inquiry learning/PBL guidelines and instructional examples provided by KSDE. Students will use critical thinking and hands-on activities to address the essential question.

Modules include student videos, instructor videos, optional resources and exercises, and access to live ZOOM sessions with our Horticulture and Outdoor Education Coordinator. 

  • SCI.ESS.IM 4.5, SCI.LS.IM.3.2
  • MATH.IM.4.1, MATH.IM.4.2
  • ELA.IM.1.1, ELA.IM 1.2, ELA.IM 4.1
  • ENG.IM.6.1
  • FCS.IM.4.2