This resource was created by Sharla Hanzlik, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Moe Martin, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Students build a watershed model to define what a watershed is, identify the different parts within a watershed, and discover how water moves within a watershed. After learning Best Management Practices and mitigation techniques, students rebuild their models.

This Remote Learning Plan was created by Devin Garcia, Scott King, and Kerry Rodocker-Wiarda in collaboration with Sara Cooper and Annette Weise as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 7th Grade Science students. Students start with an experience of observing and analyzing a bath bomb as it fizzes and eventually disappears in the water. Their observations and questions about what is going on drive learning that digs into a series of related phenomena as students iterate and improve their models depicting what happens during chemical reactions. By the end of the unit, students have a firm grasp on how to model simple molecules, know what to look for to determine if chemical reactions have occurred, and apply their knowledge to chemical reactions to show how mass is conserved when atoms are rearranged.. This Remote Learning Plan addresses the following NDE Standards: SC.7.3.1.A, SC.7.5.2.A, SC.7.5.2.B, & SC.6.6.2.D

This Remote Learning Plan was created by Stephanie Henry, Dannika Nelson, and Emily Winter in collaboration with Sara Cooper and Annette Weise as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for high school biology students. Students initially investigate the case of a young girl with a life-threatening infection of pan-resistant bacteria. This case sparks questions that lead them to investigate the growing prevalence of such cases and the discrepancies between antibiotic use in their communities and CDC recommendations. They expand their investigations to look at population changes occurring in a population of birds (juncos) which exhibit noticeable differences in physical (and behavioral*)traits from the past 60 years. . This Remote Learning Plan addresses the following NDE Standards: SC.HS.10.5.B, SC.HS.10.5.C, SC.HS.10.5.D, and SC.HS.10.5.E.

This Remote Learning Plan was created by Emily Winter, Dannika Nelson, and Stephanie Henry in collaboration with Sara Cooper and Annette Weise as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for high school biology students. Students will gather, analyze, and communicate evidence of biological evolution. This Remote Learning Plan addresses the following NDE Standard: SC.HS.10 It is expected that this Remote Learning Plan will take students between 29 to 43 days to complete. Here is the direct link to the Google Doc: https://docs.google.com/document/d/1nwP8uaZBfNuS_vA7KAy_Za9r7Do94keOzxzvC7Ngndg/edit?usp=sharing

This Remote Learning Plan was created by Kirsten Smith and Anica Brown in collaboration with Sara Cooper and Annette Weise as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 7th Grade Science students. Students will figure out, "Where does food come from and where does it go next?". This Remote Learning Plan addresses the following NDE Standards: SC.7.8.4.A, SC.7.8.4.B, SC.7.8.4.C, SC.7.8.4.D, SC.7.8.4.E

This Remote Learning Plan was created by Courtney Bakan, Cassaundra Griffith, and Laura Trautman in collaboration with Sara Cooper and Annette Weise as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 8th Grade Science students. Students will figure out, "How can sound make something move?". This Remote Learning Plan addresses the following NDE Standards: SC.8.2.2.A and SC.8.2.2.B

Through five lessons, students are introduced to all facets of the rock cycle. Topics include rock and mineral types, material stresses and weathering, geologic time and fossil formation, the Earth's crust and tectonic plates, and soil formation and composition. Lessons are presented in the context of the related impact on humans in the form of roadway and tunnel design and construction, natural disasters, environmental site assessment for building structures, and measurement instrumentation and tools. Hands-on activities include experiencing tensional, compressional and shear material stress by using only hand force to break bars of soap; preparing Jeopardy-type trivia questions/answers for a class game that reinforces students' understanding of rocks and the rock cycle; creating "fossils" using melted chocolate; working within design constraints to design and build a model tunnel through a clay mountain; and soil sampling by creating tools, obtaining soil cores, documenting a soil profile log, and analyzing the findings to make engineering predictions.

This document provides a simplified version of an investigation that uses quadrats to compare habitats in your schoolyard. Depending on your focus, the activity can be adapted to compare the diversity or amount of ground insects, invertebrates or plants in two areas. Students use the Next Generation Science Standards’ Planning and Carrying Out Investigations practice and the Cause and Effect and/or Stability and Change crosscutting concepts to build understanding of the needs of animals, differences in ecosystems and/or change in ecosystems.

This is a mapping activity that uses the student’s schoolyard to investigate how rain/stormwater interacts with different surfaces and where stormwater problems may occur. Students use Next Generation Science Standards’ Science and Engineering Practices in a near-by, relevant place.

This resource was created by James Parks, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Lesson plan to explore how snow crystals form, atmospheric conditions that influence crystal morphology. Makes connections crystals, snow density and water content

This lesson from Common Thread Farms is geared for elementary ages, grades 1-4. It introduces students to erosion and then challenges them to implement a design that will mitigate erosion on a model dirt mountain.

This video segment, adapted from ZOOM, explores how sound waves travel differently through solids than through air, in this case, a metal clothes hanger.

Spat, What's That? is a lesson on intertidal organism life cycles which explores how different life cycle stages are vulnerable to stressors like predation, ocean acidification, and habitat loss.

In this middle school life sciences unit, students investigate how sensory systems play a role in behavior of plants and animals. Students first solve the mystery of why kudos are dying unexpectedly in the Limpopo Savana. They then expand their investigations to look into how plants communicate or adapt to meet there survival needs. The model they continue to develop helps students understand the function of many structures in plants and how those structures helps the plants survive and reproduce. The end of the unit naturally motivates a new question to pursue in future units, “How do sensory systems play a role in the behavior of animals?"

This is a template for Remixing Storylines at all grade levels. Each Storyline will replace this with an abstract of the Unit.

Watch shadows during the course of the day to explore the influence of the Sun’s position in the sky on them, as well as how they change over the seasons. During the next season, repeat the experiment and note the changes from the previous season. Repeat over a period of one year for each season.

This resource was created by Jenny Bauer, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.