This lesson is designed as a supplement or extension to the 5th grade Smithsonian Science for the Classroom module titled How Can We Provide Freshwater to Those in Need?  This lesson can be taught as an extension following Lesson 2: WATER FOOTPRINT.  This lesson is designed to facilitate student learning about sustainable design and green chemistry principles. 

This lesson is designed as a supplement or extension to the 5th grade Smithsonian Science for the Classroom module titled How Can We Identify Materials Based on Their Properties?  This lesson can be taught as an extension following Lesson 3: PLANT PRODUCTS or Lesson 6: CHEMISTS MAKE SOLUTIONS.This lesson is designed to facilitate student learning about sustainable design and green chemistry principles.  

Esta es una lección para el aprendizaje a distancia que los alumnos pueden completar en casa.Los estudiantes evaluarán el impacto del lenguaje sensorial y el lenguaje figurativo en la poesía, y determinarán el significado general del poema utilizando el espacio al aire libre como contexto para la escritura.Esta actividad fue creada por Out Teach (out-teach.org), una organización sin fines de lucro que proporciona aprendizaje experiencial al aire libre, con el objetivo de transformar la educación de las ciencias para los estudiantes en comunidades más desatendidas.

Esta es una lección para el aprendizaje a distancia que los alumnos pueden completar en casa.Los estudiantes explorarán al aire libre en busca de ejemplos de transferencia de calor a través de la conducción, la convección y la radiación.Esta actividad fue creada por Out Teach (out-teach.org), una organización sin fines de lucro que proporciona aprendizaje experiencial al aire libre, con el objetivo de transformar la educación de las ciencias para los estudiantes en comunidades más desatendidas.

Unit Summary
This unit on thermal energy transfer begins with students testing whether a new plastic cup sold by a store keeps a drink colder for longer compared to the regular plastic cup that comes free with the drink. Students find that the drink in the regular cup warms up more than the drink in the special cup. This prompts students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that might explain why one drink warms up more than the other. 
Students investigate the different cup features they conjecture are important to explaining the phenomenon, starting with the lid. They model how matter can enter or exit the cup via evaporation However, they find that in a completely closed system, the liquid inside the cup still changes temperature. This motivates the need to trace the transfer of energy into the drink as it warms up. Through a series of lab investigations and simulations, students find that there are two ways to transfer energy into the drink: (1) the absorption of light and (2) thermal energy from the warmer air around the drink. They are then challenged to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints.
This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence: MS-PS1-4*, MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-PS4-2*, MS-ETS1-4. The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Take a square with area 1. Divide it into 9 equal-sized squares. Remove the middle one. What is the area of the figure now? Take the remaining 8 square...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Create and evaluate expressions involving variables and whole number exponents.

b. Evaluate expressions at specific values of the variables.

d. Write and evaluate algebraic expressions.

Solve one-step equations
Solve one-step linear equations in one variable involving non-negative rational numbers.
*(guaranteeing only whole numbers)

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A penny is about $\frac{1}{16}$ of an inch thick. In 2011 there were approximately 5 billion pennies minted. If all of these pennies were placed in a s...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Anna enjoys dinner at a restaurant in Washington, D.C., where the sales tax on meals is 10%. She leaves a 15% tip on the price of her meal before the s...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: What is the last digit of $7^{2011}$? Explain. What are the last two digits of $7^{2011}$? Explain....

Students will learn about the six essential nutrients in the body and their purposes. They will analyze the effects of surpluses and deficiencies in the body of various nutrients.

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.

Find the area of polygons by composing or decomposing the shapes into rectangles or triangles.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The vertices of eight polygons are given below. For each polygon: * Plot the points in the coordinate plane connect the points in the order that they a...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

The placement of a decimal has an effect on the value of a number.
Use decimal fluency to analyze errors and solve real-world situations.