3rd – 5th Grade
3rd Grade Virtual Labs
Virtual Social Studies & Cross-Curricular Art
Recycle Art: Hojalata (Tin) Art – Taught by: Sharon
Since the 1500’s, Mexican artisans have been shaping, stamping, punching, cutting and painting this metal into decorative and sometimes functional artwork. Students will create their own “tin” art out of recycled foil pans or aluminum foil. Teacher will need to supply foil pans (recycled are preferred) or clean aluminum foil if pans are unavailable.
VA: Cr1.2.3 Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
VA: Cr2.1.3. Create personally satisfying artwork using a variety of artistic processes and materials.
VA: Cr3.1.3. Elaborate on visual information by adding details in an artwork to enhance emerging meaning.
Virtual Science
Easter Egg Drop Taught by: Lisa
Don’t let those Easter eggs go to waste! In this lesson, students will work through the Engineering Design Process to design, create and test a contraption to protect an egg when dropped to the ground from a great distance. Classroom teacher must provide: eggs, recycled materials or various classroom supplies to build contraptions.
- 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.
Create a Nature Journal Taught by: Kenzie
In this lab, students will learn about natural selection and where it all started in the Galapagos Islands. They will learn how to make and take notes in a nature journal. The last 10-15 minutes of the lab will be set aside for you to take your students on a quick nature walk around your school (or around their house for fully remote students) for them to practice writing in a nature journal. Materials provided by the classroom teacher: one piece of paper per student, one pencil per each student, scissors (students can share).
- 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive well, and some cannot survive at all.
Every Day is Earth Day! Taught by: Sheila
Essential Question: How can we help to “Restore our Earth”?
Earth Day is just around the corner. Although Earth Day is celebrated on April 22nd of every year, we must take care of it every day; not just one day out of the year. Students will go on a field trip with Ms. Frizzle in The Magic School Bus to learn about Climate Change. Students will learn how to Reduce, Reuse, and Recycle and then have a chance to put what they have learned into action by planning and implementing a Climate Challenge project(s) to help with their part to “Restore Our Earth”. Students will also find a clever way to make a simple toy out of recyclable material.
- 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.
- HGSS Benchmark 1.1 The students will recognize and evaluate significant choices and consequences that have impacted our lives and futures.
Engineering on a Dime – Marshmallow Catapults Taught by: Lisa
During this engineering lesson, students will learn the key concepts of the Engineering Design Process and then apply that knowledge to help them design and create a catapult that will launch marshmallows. Classroom teacher must provide the following: craft sticks (12 per student), plastic spoons (1 per student), rubber bands (5 per student) and marshmallows (5 per student.)
- 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.
- 3-5-ETS1-1 Define a simple design problem reflecting a need or 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 constrains 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 impro
Motion & Stability: Forces and Interactions – Taught by: Lisa
In this hands on lesson students will investigate the effects of balanced and unbalanced forces on the motion of an object. They will also observe, change the direction, and predict future motion of objects as they try to keep a boulder from destroying “Tiny Town”. Classroom teachers must provide the following: Cardboard Sheets (1/student), push pins, ping pong balls or other small ball (1/student) and Dixie cups (2/student).
- 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.
Engineering on a Dime: Paper Bridges Taught by: Lisa
In this engineering lesson, students will learn about real-life bridge design and use their knowledge of forces to build a strong bridge that supports as many pennies as possible…using only paper! Classroom teacher must provide the following: paper and pennies
- 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.
- 3-5-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-ETS1-3 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.
Virtual Project-Based Learning Labs
Conservation in Action (Sydney)
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
4th Grade Virtual Labs
Virtual Social Studies & Cross-Curricular Art
Recycled Art: Plastic Bag Coasters – Taught by: Sharon
Paper or plastic? The dilemma of choosing plastic bags at the store is what can be done to keep those bags from becoming part of the landfill. Learn how to turn plastic bags into “plarn” (plastic yarn) that can be used to create many useful and beautiful household items.
VA: Cr2.1.4 Explore and invent art-making techniques and approaches.
Virtual Science
Easter Egg Drop Taught by: Lisa
Don’t let those Easter eggs go to waste! In this lesson, students will work through the Engineering Design Process to design, create and test a contraption to protect an egg when dropped to the ground from a great distance. Classroom teacher must provide: eggs, recycled materials or various classroom supplies to build contraptions.
- 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.
Every Day is Earth Day! Taught by: Sheila
Essential Question: How can we help to “Restore our Earth”?
Earth Day is just around the corner. Although Earth Day is celebrated on April 22nd of every year, we must take care of it every day; not just one day out of the year. Students will go on a field trip with Ms. Frizzle in The Magic School Bus to learn about Climate Change. Students will learn how to Reduce, Reuse, and Recycle and then have a chance to put what they have learned into action by planning and implementing a Climate Challenge project(s) to help with their part to “Restore Our Earth”. Students will also find a clever way to make a simple toy out of recyclable material.
- 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.
- HGSS Benchmark 1.1 The students will recognize and evaluate significant choices and consequences that have impacted our lives and futures.
Engineering on a Dime: Paper Bridges Taught by: Lisa
In this engineering lesson, students will learn about real-life bridge design and use their knowledge of forces to build a strong bridge that supports as many pennies as possible…using only paper! Classroom teacher must provide the following: paper and pennies
- 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.
- 3-5-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-ETS1-3 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.
Energy and Motion: Bumper Coasters Taught by: Lisa
In this hands-on lesson, students will explore how energy can be stored as height and what happens to objects when they collide. Students will build paper roller coasters, experiment to learn about energy and motion, and form conclusions based on evidence. Students must build their roller coaster track prior to the virtual lesson. Please see “how to” video that will be provided following lesson confirmation. Classroom teacher must provide the following: Classroom teacher must provide the following: 8 ½ x 11 white cardstock paper, tape, marbles (at least 3 per
student)
- 4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.
- 4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.
Engineering on a Dime – Marshmallow Catapults – Taught by: Lisa
During this engineering lesson, students will learn the key concepts of the Engineering Design Process and then apply that knowledge to help them design and create a catapult that will launch marshmallows. Classroom teacher must provide the following: craft sticks (12 per student), plastic spoons (1 per student), rubber bands (5 per student) and marshmallows (5 per student.)
- 3-5-ETS1-1 Engineering Design. Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time or cost.
- 3-5-ETS1-2 Engineering Design. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constrains of the problem.
- 3-5-ETS1-3 Engineering Design. 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.
Virtual Project-Based Learning Labs
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
5th Grade Virtual Labs
Virtual Social Studies & Cross-Curricular Art
Recycled Art: Plastic Bag Coasters – Taught by: Sharon
Paper or plastic? The dilemma of choosing plastic bags at the store is what can be done to keep those bags from becoming part of the landfill. Learn how to turn plastic bags into “plarn” (plastic yarn) that can be used to create many useful and beautiful household items.
VA: Cr2.1.5. Experiment and develop skills in multiple art-making techniques and approaches through practice.
Virtual Science
Easter Egg Drop Taught by: Lisa
Don’t let those Easter eggs go to waste! In this lesson, students will work through the Engineering Design Process to design, create and test a contraption to protect an egg when dropped to the ground from a great distance. Classroom teacher must provide: eggs, recycled materials or various classroom supplies to build contraptions.
- 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.
Survival of the Fittest – Panther Activity Taught by: Kenzie
In this lab, students will become predators trying to find enough food to survive. Students will learn terms such as survival of the fittest, carrying capacity, and more. Materials provided by classroom teacher: The pictures needed to be printed out for the activity will be in the packet. The amount of those materials will depend on your class size. I will let you know in the confirmation email how much of each “food” item to print out for your class size.
- 5-LS2-1 Deve
lop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Every Day is Earth Day! Taught by: Sheila
Essential Question: How can we help to “Restore our Earth”?
Earth Day is just around the corner. Although Earth Day is celebrated on April 22nd of every year, we must take care of it every day; not just one day out of the year. Students will go on a field trip with Ms. Frizzle in The Magic School Bus to learn about Climate Change. Students will learn how to Reduce, Reuse, and Recycle and then have a chance to put what they have learned into action by planning and implementing a Climate Challenge project(s) to help with their part to “Restore Our Earth”. Students will also find a clever way to make a simple toy out of recyclable material.
- 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.
- HGSS Benchmark 1.1 The students will recognize and evaluate significant choices and consequences that have impacted our lives and futures.
Energy and Food Chains Taught by: Lisa
In this lesson, students will learn about predator/prey relationships and how energy is transferred throughout a food chain. Activities will include playing a game to see who can make the longest food chain and tracing last night’s dinner all the way to the sun! Classroom teachers, please provide paper for this lesson.
5-PS3-1 Energy – Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
Engineering on a Dime: Paper Bridges Taught by: Lisa
In this engineering lesson, students will learn about real-life bridge design and use their knowledge of forces to build a strong bridge that supports as many pennies as possible…using only paper! Classroom teacher must provide the following: paper and pennies
- 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.
- 3-5-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-ETS1-3 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.
Engineering on a Dime – Marshmallow Catapults
During this engineering lesson, students will learn the key concepts of the Engineering Design Process and then apply that knowledge to help them design and create a catapult that will launch marshmallows. Classroom teacher must provide the following: craft sticks (12 per student), plastic spoons (1 per student), rubber bands (5 per student) and marshmallows (5 per student.)
- 3-5-ETS1-1 Engineering Design. Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time or cost.
- 3-5-ETS1-2 Engineering Design. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constrains of the problem.
- 3-5-ETS1-3 Engineering Design. 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.
Virtual Project-Based Learning Labs
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