As students are learning about substances, mixtures, and solutions, they will participate in several experiments that involve chemical reactions using regular household products. Some experiments will produce gas or create something that will grow. Students will work in groups of 2-3 students to make a car move using the result of a chemical reaction from combining two or more household substances. They will present their project to the class.

The focus of this unit is to introduce the concepts of force and motion. Specifically this unit will address the forces of push, pull, gravity, and work. It also introduces students to the concepts of friction and slope. The unit begins with an introduction to the scientific method and addresses the differences between scientists and engineers. Students will be both scientists and engineers while completing this unit.

Student engineers learn to understand force and motion and how it is effected by slope, design and weight carried.

Multiple Literacies in Project-Based Learning is a free, comprehensive OER curriculum developed by the George Lucas Education Foundation.Curricula is designed by grade level beginning in 3rd grade and covers the full year of science standards for each grade aligned to the Next Generation Science Standards. Some units have been awarded the NGSS Design Badge by Achieve/NextGenScience which is compelling evidence of high quality, NGSS aligned instructional materials.Materials are designed as PBL or Project-Based Learning units which is a form of inquiry-based learning in which the primary objectives for students include development of the following: their intrinsic motivation, problem-solving skills, the ability to guide their own learning and other metacognitive skills, collaborative skills, and the ability to transfer knowledge, skills, and attitudes to other contexts. Students work alone or in groups on complex tasks organized around central questions that lead to a final product. Teachers play a facilitator role while addressing the principles of inquiry-based learning.The curriculum in free of charge and has been shown through research to be effective with students. The materials are housed on an interactive hub called "Sprocket".

Second part to the C2 Superlesson for ROV's from Kim Stokes and Ben Wells, Siuslaw Elementary School.

Last year the Siuslaw 97J School District changed our food service operation from a national supplier (Chartwell’s) to in-house food service. Our Food Service Manager instituted an organic philosophy and wanted to source local produce. Utilizing our school garden program we now help supply fresh produce for our Siuslaw Elementary School cafeteria. Crop production is stronger in the 4/5 wing because of wind protection from the building. Florence experiences high winds and we are located close to the beach so we have constant sand blowing into our crops. The K-3 garden beds do not have the same protection as the 4/5 beds, and as a result have a lower yield. Our goal is to have students design and engineer wind barriers for these beds and then present the best solutions to our school board so that we can get funding to implement our ideas. This project can be used in any school with a garden by using preexisting barriers on a the school property. The unique environment of the school would dictate the lessons required to be adapted to fit the environmental needs of the community. If the school is lacking a garden, the students can focus on an at home garden project.

This performance assessment aligns with NGSS Performance Expectation 3.LS2.1 and is intended to be used as an interim assessment. These assessments can either be used summatively, as an end of learning activity, or formatively, utilizing student responses to identify next instructional steps.

This performance assessment aligns with NGSS Performance Expectation 5.LS2.1 and is intended to be used as an interim assessment. These assessments can either be used summatively, as an end of learning activity, or formatively, utilizing student responses to identify next instructional steps.

In this project, students will use knowledge of electricity and electromagnetism to collaboratively design and test a model of a magnetic recycling sorter. They will evaluate the performance of their models and propose further modifications based on the output of their magnetic device measured in mT using a Vernier probe. They will also physically test their magnets on a model of a conveyor belt containing recyclable items. Students will track their data from both tests, with the ultimate goal of creating the strongest and most effective magnet with given materials. Finally, students will present their findings and proposed final design to peers and community partners involved in the recycling industry. The entire process takes about 6 weeks. The unit is a great fit for standards within energy and engineering & design.

Siuslaw Elementary students designed, engineered and constructed functioning ROV's to explore ways to solve underwater challenges. Engineering exercises included functionality requirements, buoyancy and floatation, electronics, thrust and maneuverability.

Learning Goals/Outcomes/Objectives:
Observable features of the student performance by the end of the grade: 1). Obtaining information: Students use books and other reliable media to gather information about: i. Climates in different regions of the world (e.g., equatorial, polar, coastal, mid-continental). ii. Variations in climates within different regions of the world (e.g., variations could include an area’s average temperatures and precipitation during various months over several years or an area’s average rainfall and temperatures during the rainy season over several years). 2 Evaluating information a Student's combine obtained information to provide evidence about the climate pattern in a region that can be used to make predictions about typical weather conditions in that region. 3 Communicating information a Students use the information they obtained and combined to describe*: i. Climates in different regions of the world. ii. Examples of how patterns in climate could be used to predict typical weather conditions. iii. That climate can vary over years in different regions of the world.