Help your students explore the Oregon Statewide Assessment System Grade 5 Science …
Help your students explore the Oregon Statewide Assessment System Grade 5 Science Sample Test in this slideshow with imbedded videos. The OSAS page has been updated, but all of the basics are still there. Each question is broken down in its own section - "Session 1 The Beach House." Before doing the question, we look at the objective and task by thinking like a scientist using CCC & SEP. Then we explore how to navigate the question. We break down the key elements of the question relating to the task. Students work the problem on their own. "Let's check out the answers" goes over strategies used to solve the task and the reasoning behind the answers.
The video was made in the spring of 2021 to support distance learning.
In this video we hack apart a bread board to create a …
In this video we hack apart a bread board to create a 5 volt power distribution strip. The 5 volts comes from the center pin in the motor controller and the negative or ground comes from the ground pin on the motor controller. Created by Karl Wendt.
5 simple steps for helping to cultivate good self-esteem, including a great …
5 simple steps for helping to cultivate good self-esteem, including a great TED talk by Guy Winch. "TED Videos are not officially licensed with any kind of open licensing. However, TED allows the users to freely view and download the videos without restraint. The website is provided as a public service to promote the spread of good ideas."
The goals of OpenSciEd are to ensure any science teacher, anywhere, can …
The goals of OpenSciEd are to ensure any science teacher, anywhere, can access and download freely available, high quality, locally adaptable full-course materials. REMOTE LEARNING GUIDE FOR THIS UNIT NOW AVAILABLE!
This unit on weather, climate, and water cycling is broken into four separate lesson sets. In the first two lesson sets, students explain small-scale storms. In the third and fourth lesson sets, students explain mesoscale weather systems and climate-level patterns of precipitation. Each of these two parts of the unit is grounded in a different anchoring phenomenon.
In this plate tectonics and rock cycling unit, students come to see …
In this plate tectonics and rock cycling unit, students come to see that the Earth is much more active and alive than they have thought before. The unit launches with documentation of a 2015 Himalayan earthquake that shifted Mt. Everest suddenly to the southwest direction. Students read texts, explore earthquake and landform patterns using a data visualization tool, and study GPS data.
This unit is part of the OpenSciEd core instructional materials for middle school.
This unit begins with students experiencing, through text and video, a devastating …
This unit begins with students experiencing, through text and video, a devastating natural event that caused major flooding in coastal towns of Japan. Through this anchoring phenomenon, students think about ways to detect tsunamis, warn people, and reduce damage from the wave. As students design solutions to solve this problem, they begin to wonder about the natural hazard itself: what causes it, where it happens, and how it causes damage.
This unit is part of the OpenSciEd core instructional materials for middle school.
Coders create their own fidget spinner sprite using the paint editor and …
Coders create their own fidget spinner sprite using the paint editor and motion blocks to animate their fidget spinner when they press the start on tap trigger. The purpose of this project is to introduce coders to creating their own sprites and the start on tap trigger.
Vicki Lombardi's 6th grade students at Santa Rita Elementary in Los Altos …
Vicki Lombardi's 6th grade students at Santa Rita Elementary in Los Altos School district learn how to build a Spider robot. Read more at: http://lasdilearn.blogspot.com/2013/02/third-graders-building-robots-mission.html. Created by Karl Wendt.
In this 21-day unit, students are introduced to the anchoring phenomenon—a flameless …
In this 21-day unit, students are introduced to the anchoring phenomenon—a flameless heater in a Meal, Ready-to-Eat (MRE) that provides hot food to people by just adding water. Students explore the inside of an MRE flameless heater, then do investigations to collect evidence to support the idea that this heater and another type of flameless heater are undergoing chemical reactions as they get warm. Students have an opportunity to reflect on the engineering design process, defining stakeholders, and refining the criteria and constraints for the design solution.
This unit is part of the OpenSciEd core instructional materials for middle school.
How does changing an ecosystem affect what lives there? This unit on …
How does changing an ecosystem affect what lives there? This unit on ecosystem dynamics and biodiversity begins with students reading headlines that claim that the future of orangutans is in peril and that the purchasing of chocolate may be the cause. Students then examine the ingredients in popular chocolate candies and learn that one of these ingredients--palm oil--is grown on farms near the rainforest where orangutans live. This prompts students to develop initial models to explain how buying candy could impact orangutans.
This unit is part of the OpenSciEd core instructional materials for middle school.
The Open Science movement is rapidly changing the scientific landscape. Because exact …
The Open Science movement is rapidly changing the scientific landscape. Because exact definitions are often lacking and reforms are constantly evolving, accessible guides to open science are needed. This paper provides an introduction to open science and related reforms in the form of an annotated reading list of seven peer-reviewed articles, following the format of Etz et al. (2018). Written for researchers and students - particularly in psychological science - it highlights and introduces seven topics: understanding open science; open access; open data, materials, and code; reproducible analyses; preregistration and registered reports; replication research; and teaching open science. For each topic, we provide a detailed summary of one particularly informative and actionable article and suggest several further resources. Supporting a broader understanding of open science issues, this overview should enable researchers to engage with, improve, and implement current open, transparent, reproducible, replicable, and cumulative scientific practices.
Coders use a variety of blocks and sprites to create their own …
Coders use a variety of blocks and sprites to create their own interactive diorama on outer space. The purpose of this project is to continue applying understanding from previous projects.
A microcontroller (MCU for microcontroller unit) is a small computer on a …
A microcontroller (MCU for microcontroller unit) is a small computer on a single integrated circuit. In modern terminology, it is similar to, but less sophisticated than, a system on a chip (SoC); an SoC may include a microcontroller as one of its components. A microcontroller contains one or more CPUs (processor cores) along with memory and programmable input/output peripherals. Program memory in the form of ferroelectric RAM, NOR flash or OTP ROM is also often included on chip, as well as a small amount of RAM. Microcontrollers are designed for embedded applications, in contrast to the microprocessors used in personal computers or other general purpose applications consisting of various discrete chips.
Oh, no! I’ve dropped my phone! Most of us have experienced the …
Oh, no! I’ve dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. We’ve experienced the relief of picking up an undamaged phone and the frustration of the shattered screen. This common experience anchors learning in the Contact Forces unit as students explore a variety of phenomena to figure out, “Why do things sometimes get damaged when they hit each other?”
Student questions about the factors that result in a shattered cell phone screen lead them to investigate what is really happening to any object during a collision. They make their thinking visible with free-body diagrams, mathematical models, and system models to explain the effects of relative forces, mass, speed, and energy in collisions. Students then use what they have learned about collisions to engineer something that will protect a fragile object from damage in a collision. They investigate which materials to use, gather design input from stakeholders to refine the criteria and constraints, develop micro and macro models of how their solution is working, and optimize their solution based on data from investigations. Finally, students apply what they have learned from the investigation and design to a related design problem.
How are we connected to the patterns we see in the sky …
How are we connected to the patterns we see in the sky and space? Students develop models for the Earth-Sun and Earth-Sun-Moon systems that explain some of the patterns in the sky that they have identified, including seasons, eclipses, and lunar phases. They investigate a series of related phenomena motivated by their questions and ideas for investigations.
This unit is part of the OpenSciEd core instructional materials for middle school.
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