Create a water lesson pathway using a penny lab, ph investigation with the following foundation differentiated for grade levels 5th Grade (Foundation) PHYSICAL PROPERTIES Focus on "stickiness" and states of matter . Observation of the "water bubble" shape. LEVEL 2 7th Grade (Core) Introduction of Cohesion and Adhesion. Relationship between surface tension and surfactants. CHEMICAL NATURE Basic Acids vs. Bases. Simple pH paper testing (color matching). Identification of "safe" vs. "dangerous" liquids. WATERSHED SYSTEMS Definition of a watershed. Tracking where local water comes from (rivers/lakes). Litter and runoff. STANDARDS FOCUS V A S O L 5 .7 ( M a t t er ) , 5 .8 ( E ar t h S ys t em s ) The pH Scale (0- 14). Concept of Universal Solvent. Impact of chemical runoff on aquatic life. Watershed boundaries (ridgelines). Estuaries and tributaries. Point vs. Non-point source pollution. V A S O L 6 .6 ( P r o p er t i e s ) , ( W a t er sh e d s ) 6 .8 5-7-9 LEVEL 3 9th Grade (Accessible Advanced) Molecular mechanics: Hydrogen Bonding, dipole moments, and heat capacity regulation. Logarithmic nature of pH scale (10x shifts). Application of solvent properties to biological systems. Eutrophication and Hypoxia (Dead Zones). Impacts of ocean acidification on calcifying organisms. V A B I O .2 ( C h em of L i f e ) , E S .8 ( F r e sh wa t er ) THE "WHAT" THE "HOW" THE "WHY" Instruction focuses on describing and identifying. Lessons are tactile and observation-heavy. Instruction focuses on investigating relationships. Students connect molecular behavior to large-scale systems. Instruction focuses on conceptual application. Students use core principles to explain complex environmental shifts. KEY QUESTION " H o w d o e s wat er' s fl o at on t o p?" ' sk i n' l e t t h i n g s KEY QUESTION " H o w d o e s wat er' s p ol ari t y d e t ermi n e i t s r ol e a s a s ol ven t ?" KEY QUESTION " H o w d o m ol e c ul ar b on d s i m p a ct gl o b al cl i m at e an d e c o s ys t em h e al t h ?" Differentiating Assessments Ensure Level 3 focuses on conceptual reasoning rather than dense mathematical notation. Student work areas in Level 3 materials are designed for clear visual models of hydrogen bonding.

Build a terrarium with materials from the school yard, a nearby area, or home. T eachers might need to provide a bag of soil to share. Each student can build an individual terrarium using a clear plastic cup, or groups can work together using a larger container. Ask students to collect a variety of abiotic materials, plants—moss and small weeds with roots attached work well—and small invertebrates, if possible. Instruct students to start by layering the rocks, then adding sand, and finally soil. After students have constructed their terrariums, instruct them to list the abiotic features, biotic organisms, climate or temperature, and interdependent relationships that exist in their ecosystems. Additionally, students can use soil test kits and pH strips to gather data on soil and any water features they might have built. Prompt students to develop hypotheses about the appearance and functionality of the mini- ecosystem after one week, two weeks, one month, six months, and one year. What factors do they predict will affect the ecosystem? Will interspecific or intraspecific competition occur? Keep the terrariums in the classroom, add water as needed, and monitor to collect data.

Host a mock trial to teach students about the legal system, critical thinking, and public speaking. They will role-play different court positions and work on a fictional case.

Develop a robotics program to explore basic engineering and programming concepts. Students will design and build their own robots to solve simple tasks.

Our second grade class is learning about engineering design, materials, and disability justice! We are going to work together with clients from our community who have specific disabilities to invent (and complete patent applications for) new devices that can help them achieve their goals! Discover: We begin our journey by learning about all of the different ways people can move and communicate, and how thoughtful design can help all people to be welcome, empowered, and free. We hear from people with disabilities about their experiences encountering barriers to access, and learn how inventions can help to remove some of those barriers. Our challenge becomes clear: We will use our engineering design skills to invent objects or tools that can increase access and help our clients achieve their goals. We learn that inventors document their ideas in the form of a patent application, and we begin to develop a patent application for the invention that we will create. Examine: In order to address our challenge, we learn more about assistive technologies and adaptive devices. We investigate lots of examples, such as wheelchairs, communication boards, and more, and learn how the structure of each tool supports its function. We begin to develop ideas for our solutions, draw labeled diagrams, and get feedback from each other and from our client. To build our devices, we are going to need the right materials. We experiment with different materials and explore their properties, working together to identify the materials that will best serve the purpose of our device. We also want our client to have options, so we create two different versions of our design to test with our client. We put our design ideas together in our patent application and get ready to build. Engineer: It’s time to build our prototypes! We review our designs and work together to make a step by step plan for building our two prototypes. We collaborate as a team, and troubleshoot when we run into challenges. Soon, we have two different versions of our design, ready to test out with the client. We take pictures of our prototypes and add these images to our patent applications. Do: Let’s put our designs into action! Our client tries each device and gives us feedback. We also make observations and document our data. We compare the data on our two devices in order to determine which one best addresses the challenge, and document everything in our patent applications. Share: Our designs have been tested with the client, and we want other people to be able to use them too! We invite all of our clients and other members of our community to come learn about our inventions, and then we give our devices to the client to keep. We share our patent applications so that anyone who wants to create the device for their own use can do so!

2nd grade, taking care of yourself, this can include like relationships, exercise and activity, sleep and bedtime, eating and healthy diets, or mental health

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Create a community garden to learn about plant life cycles and sustainable practices, integrating environmental science and social studies. Students will be responsible for planting, maintaining, and harvesting.