Mutations
Mutations

In Mosa Mack’s Mutations unit, students are led through a progression of three inquiry lessons that focus on why changes to genes can affect proteins, and this may result in different effects on the organism.

Solve: Students contextualize Mutations vocabulary in a mind map before helping Mosa Mack solve the mystery of a new trait that suddenly shows up in a family. By the end of The Solve,students discover that sometimes mutations can happen in an individual’s DNA, which can change their structure or function. (75 mins)
Make: Students will choose and decipher a genetic code to determine which form of an alien gene they have “inherited” (one “normal” and three mutations). Students will compete in three survival challenges to test different alien genes and determine if the mutations are helpful, harmful, or neutral to the survival of the alien species. Based on the results of these challenges, students will create the “ultimate alien.” (150 mins)
Engineer: Students explore the very exciting frontier of CRISPR, a new gene editing tool used to snip genes and stick new genes in cells to create new traits for the organism. (200 mins)
Thermal Energy
Thermal Energy

In this thermal energy unit, learners help Mosa solve the mystery of the failed “Willy Warm Gloves: Behind the Infomercial.” Through the video mystery as well as a hands-on modeling activity, learners will discover that thermal energy is transferred from areas of high thermal energy to areas of low thermal energy by the motion of particles. After learners observe physical evidence of this in a lab setting, they will use their knowledge of thermal energy transfer to design an insulator or conductor.

Solve: Learners help Mosa Mack solve the mystery of why the new “Willy Warm Gloves” are falling short. Utilizing new vocabulary and guided video questions, learners discover that the problem may reside in some of Willy’s “science” about how his gloves block cold from getting in. (80 minutes)
Make: Learners explore how thermal energy is transferred between hot and cold substances, making observations and drawing conclusions about what those observations mean for the direction of thermal energy transfer. (100 minutes)
Engineer: It’s time for a challenge! Who can design an insulator that keeps an ice cube cold the longest OR a conductor that melts an ice cube the quickest? Building off what they learned in the “Make” and based on data they collect on different materials, learners will design either the best insulator or conductor for this challenge. (200 minutes)
Sun-Earth System & Solar System Gravity
Sun-Earth System & Solar System Gravity

In Mosa Mack’s Sun-Earth System unit, students are led through a progression of three inquiry lessons that focuses on how the tilt of the Earth and its rotation around the sun affects sunlight and heating of different regions. In the Make Extension, students conduct experiments to determine the role of gravity in the solar system.

Solve: Students contextualize Sun-Earth System vocabulary in a mind map before helping Mosa Mack solve the mystery of why Neve’s snowboard vacation in New Zealand is foiled by mysteriously summery weather. By the end of The Solve,students discover that seasons differ across the globe because of the tilt of the Earth and the angle at which the Sun hits the Earth. (75 mins)
Make: Students conduct three investigations about light and heat dispersion that demonstrate it is 1. the angle at which the sun’s rays hit the earth and 2. the earth’s orbital position around the sun that causes seasons. (145 mins)
Make extension: Students will develop and use a model of the Sun-Earth-Moon System to describe the cyclic patterns of lunar phases, eclipses of the sun and the moon, and seasons. They will develop and use a model to describe the role of gravity inthe solar system. (120 minutes)
Engineer: Using what they learned in the Make, students design a product that uses light to our advantage by focusing light energy to produce heat. (300 mins)
Food Webs
Food Webs

In the Food Web unit, students are led through a progression of three inquiry lessons that focus on interactions in the environment, predator-prey relationships, and the transfer of energy within an ecosystem.

Solve: Students contextualize Food Web vocabulary before helping Mosa Mack solve the mystery of the disappearing grasshoppers. By the end of The Solve, students learn the relationship between four organisms in a food chain. (70 min)
Make: Students design their own food web to show feeding relationships between the organisms in an environment. (90 min)
Engineer: Students use their knowledge of the food web to design a solution that reduces the amount of waste your cafeteria sends to the local landfill. (180 min)
Water Cycle
Water Cycle
In Mosa Mack’s Water Cycle unit, students are led through a progression of three inquiry lessons that focus on the distribution and cycling of water on Earth.
Solve: Students contextualize Water Cycle vocabulary in a mind map before helping Mosa Mack solve the mystery of how to save the water park. By the end of The Solve, students discover the interconnected paths of the water cycle. (75 mins)
Make: After going through a water cycle journey, students compare paths and draw a visual model that explains how water moves through the water cycle. (120 mins)
Engineer: Students develop and design either a device for water conservation or a technical sketch of a solution to recycle and reuse water. (200 mins)
Gravity
Gravity
In Mosa Mack’s Gravity unit, students are led through a progression of three inquiry lessons that focus on the gravitational force that pulls objects down toward the Earth. *Unit focuses on conceptual physics, not mathematical representations.
Solve: Students observe a mysterious phenomenon in one of Mosa’s vacation videos: a ball rolling uphill! Convinced that something isn’t quite right, Mosa and her friends embark on a mission to solve the mystery of the anti-gravity hill. (75 mins)
Make: Students explore gravity in a variety of contexts through a series of hands-on stations. (100 mins)
Engineer: Civilians in a war-torn country are in desperate need of food and supplies. Students use what they have learned about gravity and its corresponding factors to design and model a solution that safely drops food and supplies to its destination. (200 mins)
Diabetes
Diabetes
In this unit about Diabetes, learners will help Mosa solve the mystery of why Jaylene’s cells aren’t able to make energy when there is plenty of glucose around. Through this video mystery, as well as constructing a visual model of the diabetic pathway, learners will discover that humans not only need food nutrients to make energy, they also need a hormone called insulin to allow glucose to be used by cells. Learners will also consider steps forward to mitigate future diabetes rates and help those living with diabetes to adapt to their condition by engineering artificial insulin.
Solve: Learners will contextualize diabetes vocabulary before helping Mosa Mack solve the mystery of why Jaylene’s cells aren’t making energy despite the presence of glucose. (75 minutes)
Make: After a quick warm-up simulation, learners will design an app that educates users about the difference between a normal and diabetic pathway and advocates steps to prevent the development of Diabetes. (150 minutes)
Engineer: Learners will act as doctors to design an insulin pump to help a potential patient with Diabetes. In their medical recommendation, learners will identify whether this treatment is best suited to those with Type 1 or Type 2 Diabetes, and in the process, also develop alternative solutions. (150 minutes)
Newton's Laws
Newton's Laws
In this unit about Newton’s Laws, learners will help Mosa solve the mystery of why Ms. Newton’s Supermarket seems haunted. Through this video mystery, learners will discover that even though an event may seem inexplicable, there may be natural laws behind it. Learners will select one of the principles of motion and develop a demonstration for exhibition, before using all this knowledge to efficiently construct their very own Rube Goldberg system.
Solve: Learners will contextualize vocabulary relating to laws of motion before helping Mosa Mack solve the mystery of the haunted supermarket. (80 minutes)
Make: Learners will select a principle of force and motion and construct a demo exhibit explaining the principle with a hands-on demonstration. Learners will host an exhibition of all the demonstrations, where they will learn from each other about various principles of forces and motion. (200 minutes)
Engineer: Learners will design and construct a Rube Goldberg Machine that demonstrates at least two energy transfers. Their presentation will include an annotated diagram of their machine, explaining the relevant laws of forces and motion. (250 minutes)
Adaptations
Adaptations
In this unit about adaptations, learners will help Mosa solve the mystery of how some traits become more prominent in populations over time. Through the video mystery as well as through research done for the “Make,” learners will discover that individuals with the traits that best “fit”, or compliment, the environment in which they live will survive and reproduce, leading to that trait becoming more common. After, learners make a filmstrip model of this adaptation process. They then design a product that embodies the function of that trait, giving their human client the benefits of that adaptation.
Solve: Learners help Mosa solve the mystery of why there are so many light-winged moths now when there used to be mainly grey-winged moths 50 years ago. Utilizing new vocabulary and guided video questions, learners interact with this mystery video on adaptations.(80 minutes)
Make: After learning about all the different environmental pressures that can lead to adaptations, learners research a specific trait of a plant or animal of their choice and depict the process of adaptation in a filmstrip (150 minutes)
Engineer: Building off the “Make,” learners design a product that embodies the trait they research so that humans may benefit from the function of this natural adaptation. (150 minutes)
Cells
Cells
Learners will understand that cells 1. consist of many parts, each of which serves a specific function and 2. work together in order to allow our bodies to function. Learners will take an animated journey throughout the body, which explores the function of three main cell parts within different types of body cells. After constructing a mind-map model illustrating the connections between organelles, learners will use that understanding to design their own cell, focusing on the connection between form and function.
Solve: When Eric collapses during a hike, Mosa is called to the scene to investigate. After taking a journey into the body, learners will discover that there are many cells- and many parts of the cell- that are responsible. (75 minutes)
Make: Learners will construct a mind-map model that allows them to explore schematic connections between the three main organelles and their role in the function of the overall cell. (100 minutes)
Engineer: Learners will design a cell that does a specific job, focusing on the theme that structure helps support function. (120 minutes)
Photosynthesis
Photosynthesis

Mosa Mack’s Photosynthesis unit focuses on the process itself and the importance of sunlight. Students will be led through a series of 3 lessons, including an inquiry-based photosynthesis mystery, a photosynthesis experiment, and a design challenge, all using project-based approaches.

Solve: Students create a vocabulary manipulative before diving into Mosa Mack’s mystery of the ailing fern. Following the mystery, students take an interactive quiz and explain the solution. (60 - 90 min)
Make: Students design and carry out an experiment to observe evidence of photosynthesis. (120 - 180 min)
Engineer: Using what was learned in the Solve and Make, students design and carry out a solution to help a local pet store with their fish tank problem. (120 mins)
Genetic Variation
Genetic Variation
In this unit about genetic variation, learners help Mosa solve the mystery of why some organisms have identical offspring and others have offspring that exhibit variation. Through the mystery as well as a hands-on modeling activity, learners will discover that organisms can reproduce sexually or asexually, leading to different amounts of genetic variation. After learners fully understand both reproductive processes and their results,, they genetically engineer a solution to a hypothetical alien problem.
Solve: Learners help Mosa solve the mystery of why the algae siblings look identical while the frog sisters look so different. Utilizing new vocabulary and guided video questions, learners eventually discover that unlike asexual reproduction, offspring derived from sexual reproduction receive half their DNA from mom and half their DNA from dad, which causes them to have genetically different traits from their parents and siblings. (80 minutes)
Make: Learners engage in the hands-on modeling activity of creating two alien families: one that produces asexually and one that produces sexually. (150 minutes)
Engineer: Building off the “Make,” learners genetically engineer a solution to a hypothetical alien problem. Learners use scientific reasoning to justify the ideal parent genetic combination for their chosen trait (150 minutes)
Atoms & Molecules
Atoms & Molecules
Learners will begin by solving the mystery of the non-browning ‘sugar’. In the video mystery as well as a hands-on modeling activity, learners will discover that everything in our world is composed of small atoms, which, when bonded together, create unique structures with unique properties. Learners then select their own element, explore its properties, and design a prototype to be made from this material.
Solve: Chef Crystal’s is feeling the heat! Learners help Mosa solve the mystery of why award-winning Chef Crystal’s cooking has suddenly gone sour. Utilizing new vocabulary and guided video questions, learners discover that substances that may look the same to the human eye can have very significant chemical and physical differences (80 minutes).
Make: Learners engage in the hands-on modeling activity of showing different atomic combinations, leading to different molecular properties (150 minutes)
Engineer: Building off the “Make,” learners pick an element or compound, explore its chemical and physical properties, and design a prototype for a product to be made from this material (150 minutes).
States of Matter
States of Matter
In this unit about states of matter, learners help Mosa clear her name after a court of birds accuses humans of messing with the level of their local lake. Through this video mystery as well as a hands-on modeling activity, learners will discover that gases, liquids, and solids all consist of particles that behave differently in different states. After learners explore these properties in a lab setting, they will use their knowledge of states of matter to design a solution to a critical problem in the city of Particleville.
Solve: Learners help Mosa solve the mystery of why the lake changes levels throughout the year. Utilizing new vocabulary and guided video questions, learners eventually discover that even though a substance may be made up of the same atoms, it has different properties in solid, liquid, and gas form. (80 minutes)
Make: Learners explore the different states of matter through a series of lab stations, making observations and coming to conclusions about what their observations mean for particle motion in different states. (100 minutes)
Engineer: The city of Particleville is having some problems: excessive potholes, a desperate demand for fresh water, and a tired balloon artist who needs help blowing up all his balloons! Building off what they learned in the “Make” and the “Solve,” learners design a solution to one of Particleville’s problems. (150 minutes)
Climate Change & Ecological Footprint
Climate Change & Ecological Footprint
Mosa Mack’s Climate Change unit focuses on the greenhouse effect, the responsible gases, and the impact of human activities. Students will be led through a series of 3 activities, including an inquiry-based climate mystery, a greenhouse gas model, and a design challenge, all using project-based approaches. In the engineer extension, students will analyze environmental data and design a solution to decrease their carbon footprint.
Solve: Students solve Mosa Mack’s mystery, engage in discussion to solve the problem, and learn high-utility vocabulary words (70 minutes)
Make: Students design and create models to gather experimental data and demonstrate their understanding of the greenhouse effect and properties of heat (90 minutes)
Engineer: Students will assume the role of green engineers to design a prototype of a solar water heater (150 minutes)
Engineer extension: Students will: 1. Analyze data from a variety of graphs in order to evaluate U.S. greenhouse gas emissions, sources of greenhouse gas emissions and human population growth rates, 2. Calculate and analyze individual carbon footprints and 3. Research a leading source of greenhouse gas emissions and design a solution to decrease the carbon footprint associated with this source. (200 minutes)
Potential & Kinetic Energy
Potential & Kinetic Energy

In Mosa Mack’s Potential and Kinetic Energy unit, students are led through a progression of three inquiry lessons that focus on the relationship between mass, potential energy, and kinetic energy, tested through experiments and rollercoaster models.

Solve: Students create a vocabulary manipulative before diving into Mosa Mack’s roller coaster mystery. Following the mystery, students take an interactive quiz and explain the solution. (60 - 90 min)
Make: The Alleycats want make sure they win their upcoming bowling competition. To help, students design and conduct an investigation that tests the effect of mass on speed. (120 mins)
Engineer: Student engineering teams use what they have learned about potential and kinetic energy to design and build the best rollercoaster model from simple materials, (150 mins)
Renewable Resources
Renewable Resources
In the Renewable Resources unit, students are led through a progression of three inquiry lessons that focus on the comparison of renewable vs. nonrenewable resources, their uneven distribution, and human impact.
Solve: Students contextualize Renewable Resource in a vocabulary mind map before helping Mosa Mack solve the mystery of where our fossil fuels come from. By the end of The Solve, students discover that some resources we use are incredibly limited and human removal of these resources has a drastic effect on the environment. (75 mins)
Make: After going through a planning process, students draw a visual model that compares the flow of a non-renewable resource with the flow of a renewable resource. (120 mins)
Engineer: Students develop and design a proposal that mitigates either human impact on non-renewable resources, or the uneven distribution of those resources. (150 mins)
Plate Tectonics
Plate Tectonics

Learners will help Mosa figure out how Lystrosaurus fossils were found on three different continents. Following the mystery, students construct a model of a supercontinent (Pangea) and engineer a device to track the motion of plates.

Solve: Learners will contextualize vocabulary relating to plate tectonics before helping Mosa Mack figure out how Lystrosaurus fossils were found on three different continents. (80 minutes)
Make: Learners will select a plant or animal fossil to study and construct a model of how the plates of a supercontinent could break apart, explaining the theory of plate tectonics as indicated by the presence of certain fossils. (100 minutes)
Engineer: Learners will design a never-before-seen device that tracks the motion of plate tectonics (100 minutes)
Weather
Weather
In Mosa Mack’s Weather unit, students are led through a progression of three inquiry lessons that focus on temperature, pressure, and the corresponding weather patterns.
Solve: Students will contextualize weather vocabulary before helping Mosa Mack solve the mystery of why storms seem to have such different characteristics in different regions. (75 minutes)
Make: Students plan and act out a model of the various factors that contribute to a weather front of their choice. (150 minutes)
Engineer: Students apply their knowledge of weather and act as meteorologists to design a weather report that predicts and explains a day of weather in a region of their choice. (150 minutes)
Chemical & Physical Changes
Chemical & Physical Changes
In the Chemical & Physical Interactions unit, students are led through a progression of three inquiry lessons that focus on the the differences between physical and chemical changes.
Solve: Students contextualize chemical reaction vocabulary in a mind map before helping Mosa Mack solve the mystery of why some food can go back to its original form, but some cannot! By the end of The Solve, students learn that chemical reactions result in a change at the molecular level. (100 mins)
Make: Gather and analyze evidence to determine whether a physical change or chemical reaction has occurred. (75 mins)
Engineer: Students engineer a solution to an environmental pollution issue caused by either a physical change or chemical reaction near the edge of Toxic Town. (150 mins)
Interactions of Body Systems
Interactions of Body Systems

In Mosa Mack’s Interaction of Body Systems unit, students are led through a progression of three inquiry lessons that focus on the functions and interactions of the circulatory, muscular, nervous, digestive and respiratory systems. *You’ll notice that Mosa Mack focuses on the five most commonly discussed body systems. To teach additional units, have students suggest how other body systems might be impacted in the comic mystery.

Solve: Students contextualize Body Systems vocabulary in a mind map before helping Mosa Mack solve the mystery of why the trapeze artist’s leg is asleep. By the end of The Solve,students discover that there are many different systems at work throughout the body and when one system fails, all systems are impacted. (75 mins)
Make: Students do a series of kinesthetic activity stations exploring the different systems that are working within their body. Students then construct a visual model that links all of the systems together. (200 mins)
Engineer: Students design a solution that addresses a kink in the working body system, like a heart valve blocked by plaque. Students then do a gallery walk to observe all the potential solutions for a malfunctioning body system. (200 mins)
Waves
Waves
In Mosa Mack’s Waves unit, students are led through a progression of three inquiry lessons that focus on the anatomy of light and sound waves and the differences in how they transfer energy.
Solve: Students contextualize Waves vocabulary in a mind map before helping Mosa Mack solve the mystery of Thad the Thunder’s circus act, which she think might just be a scam. By the end of The Solve, students discover that light and sound waves have specific characteristics that make them transfer energy differently. (75 mins)
Make: After going through a series of stations, students draw a visual model that compares sound waves and light waves. (160 mins)
Engineer: Students develop and design a prototype that helps the hearing-impaired detect sound vibrations and the seeing-impaired detect obstacles. (150 mins)
Electricity
Electricity
In Mosa Mack’s Electricity unit, students are led through a progression of three inquiry lessons that focus on the theory of electrical current, a comparison of conductive vs. nonconductive liquids, and the relationship between electricity and magnetism.
Solve: Students contextualize Electricity vocabulary in a mind map before helping Mosa Mack solve the mystery of what will light her light bulb so that it burns brightly. By the end of The Solve,students discover that when a circuit is “open”, electrical current cannot flow. Rather, a “closed” circuit allows for the uninterrupted flow of electrical current that can do work. (75 mins)
Make: After going through an investigation and planning process, students draw a visual model that compares the flow of electric current through fresh water and a salt water solution. Learners draw a conclusion about the ideal solution to brightly light a bulb. (180 mins)
Engineer: Students learn about the magnetic fields that exist around wires that conduct electricity. To help low-income communities avoid the negative impacts of exposure to this magnetism, students develop and design an advocacy campaign that educates homeowners about how electricity and magnetism around power lines work. (150 mins)
Scale in the Solar System
Scale in the Solar System
In Mosa Mack’s Solar System unit, students are led through a progression of three inquiry lessons that focus on the scale properties of objects in the solar system and how this affects the brightness of stars.
Solve: Students contextualize Solar System vocabulary in a mind map before helping Mosa Mack come to an aspiring astronaut’s aid in a space-related mystery. Marsha and Wes need to build a canyon contraption to build the first amusement park on Mars, but all his plans are going awry. By the end of The Solve,students discover that the size of surface features of far-away planets, such as canyons, can be determined based on satellite photos and their distance from the Earth. (75 mins)
Make: Students design a space-themed amusement park that is accurately scaled to represent the same dimensions of our solar system and considers scale properties of planets’ features to be represented as park features and attractions. (300 mins)
Engineer: Students use their knowledge of scale factors from the Make in order to design an accurate constellation in a box. (300 mins)
Genetics vs. Environment
Genetics vs. Environment
In Mosa Mack’s Genetics vs. Environment unit, students are led through a progression of three inquiry lessons that focus on how both environmental and genetic factors influence the growth of organisms.
Solve: Students contextualize Genetics vs. Environment vocabulary in a mind map before helping Mosa Mack solve the mystery of Jasper and Mo, twins separated at birth, who can’t seem to agree where their similarities and differences came from. By the end of The Solve,students discover that the debate of genetics vs. environment may not be as obvious as they might have thought. (75 mins)
Make: Students engage in one of the greatest scientific debates of all time: nature vs. nurture. Drawing on a wealth of evidence, students make a case for whether environmental or genetic factors have more impact on the growth of all organisms. Through debate, they learn that it is not one or the other, but both that influence organisms. (140 mins)
Engineer: After solidifying the idea that both environmental and genetic factors affect growth, students turn to the arena that they can control: environment. Students design a solution to the issue of inequitable access to nutrition for children around the globe. First, students identify a community that has the genetics for healthy growth but is in need of some crucial environmental factors. They then offer a plan to help children in that region get the nutrient or vitamin they may be lacking. (200 mins)
Nervous System
Nervous System
In Mosa Mack’s Nervous System unit, students are led through a progression of three inquiry lessons that focus on how information that organisms receive from the outside world travels through the nervous system and results in different responses.
Solve: Students contextualize Nervous System vocabulary in a mind map before helping Mosa Mack solve the mystery of why a bat is unable to catch his prey. By the end of The Solve,students discover that information from a stimulus travels through the nervous system in a particular way, and if any part of this is disrupted, the whole chain falls apart. (75 mins)
Make: Students explore a series of stations that experiment with the nervous system in action. Using their vocabulary mind maps, students practice explaining what is happening with each station. Once complete, students draw a visual model that details the nervous system response. (150 mins)
Engineer: Students design a solution for a nervous system malfunction, such as: only being able to see half of an image due to brain damage (hemispatial neglect), carpal tunnel due to damage to motor neurons, Multiple Sclerosis due to myelin sheath destruction, or spinal injury. (150 mins)
Scientific Method
Scientific Method

In Mosa Mack’s Scientific Method unit, students are led through a progression of three inquiry lessons that focus on the scientific method in context as well as the criteria that ensures a scientifically sound experiment.

Solve: Learners will contextualize scientific method vocabulary before helping Mosa Mack solve the mystery of whether eating sugar really makes kids hyperactive. (75 minutes)
Make: Experience the Scientific Method and Apply Your Knowledge
Engineer: Engineer a Custom Experiment to Test a Real-World Phenomenon. (150 minutes)
Biodiversity
Biodiversity
In Mosa Mack’s Biodiversity unit, students are led through a progression of three inquiry lessons that focus on factors that affect biodiversity, how to identify biodiversity in an area, and how to evaluate competing design solutions that preserve biodiversity and ecosystem services.
Solve: Students work together to complete a Biodiversity vocabulary mind map before helping Mosa Mack solve the issue of what to do with the increasing wolf population. By the end of The Solve, students discover that sometimes there are more than one solution to a problem and that every solution has its pros and cons. (75 mins)
Make: Students work as Field Biologists to discover the biodiversity of their schoolyard ecosystem. After completing a nature walk and identifying a variety of species within their ecosystem, students explore the connections between species. Students roll a “Dice of Destiny” to explore an environmental stressor and how it could impact the biodiversity in their ecosystem. Students will design a team poster to compare biodiversity within their“before” and “after” the environmental stressor. (120 mins)
Engineer: Students develop and design a proposal that preserves the biodiversity and ecosystem services of their chosen ecosystem. (150 mins)
Earthquakes & Volcanoes
Earthquakes & Volcanoes
In Mosa Mack’s Earthquakes and Volcanoes unit, students are led through a progression of three inquiry lessons that focus on the interaction of tectonic plates, the causes of Earthquakes and Volcanoes, and the impact of these events.
Solve: Students contextualize Earthquakes and Volcanoes vocabulary in a mind map before helping Mosa Mack solve the mystery of how some bakers in Cake County could feel an earthquake and others could not. By the end of The Solve, students discover that earthquakes and volcanoes have important similarities and differences. (75 mins)
Make: Students interact with a series of stations to model different ways in which tectonic plates interact. (100 mins)
Engineer: Students engineer a solution to protect our communities from the effects of earthquake or volcanic events. (120 mins)
Rock Cycle & Earth's History
Rock Cycle & Earth's History

In Mosa Mack’s Rock Cycle unit, students are led through a progression of three inquiry lessons that focus on the properties of igneous, sedimentary and metamorphic rocks and the forces responsible for creating them. Forces include heat, pressure, cooling, weathering and erosion.

Solve: Students work together to complete a vocabulary mind map before helping Mosa Mack solve the mystery of the Sunset Topaz. By the end of The Solve, students discover properties of igneous, sedimentary and metamorphic rocks and the forces responsible for creating them. (75 mins)
Make: Students journey through the rock cycle by using crayons to model the properties and formation of sedimentary, metamorphic, and igneous rock. (120 mins)
Make extension:
Engineer: Students develop and design a solution to prevent or mitigate the impact of weathering and erosion on a famous monument made of rock. (150 mins)
Plant & Animal Structure
Plant & Animal Structure
In Mosa Mack’s Plant and Animal Structures Unit, students are led through a progression of three inquiry lessons that focus on the comparison of plant and animal structures and functions. The unit culminates with an Engineering challenge in which students use biomimicry to design a solution to a human problem.
Solve: Students contextualize Plant and Animal Structures vocabulary in a Mind Map before helping Mosa Mack solve the mystery of how the giraffe helps the survival of the Acacia tree. By the end of The Solve, students discover that plants and animals have structures and functions that support survival, growth, and reproduction. (75 mins)
Make: While going through a series of discovery activities, students create a Field Guide as a visual model that compares the structures and function of animal and plants. (145 mins)
Engineer: Students use biomimicry to develop and design a product for human use inspired by patterns and principles observed in nature. (150 mins)
Evidence of Evolution
Evidence of Evolution
In Mosa Mack’s Evolution unit, students are led through a progression of three inquiry lessons that focus on three types of evidence that support the theory of evolution: fossils, anatomical structures, and embryology.
Solve: Students contextualize Evidence of Evolution vocabulary in a mind map before helping Mosa Mack solve the mystery showing that species that look very different, actually come from a common ancestor. By the end of The Solve, students discover evidence in the fossil record, embryology and comparative anatomy, supporting the idea that all species are related and share a common ancestor. (75 mins)
Make: Students work in stations to gather evidence to support the theory of evolution. Evidence involving fossils, embryos and limb anatomy will be compiled into a final “Evidence Journal” that will demonstrate an understanding of how species evolved from a common ancestor. (120 mins)
Engineer: Students develop and design a device to prove that evolution is a continuous process that is still occurring. Students will create a model or technical diagram of their device in order to show how it could function and the type of scientific data it will collect in order to effectively monitor evolutionary changes. (150 mins)
Interaction of Organisms
Interaction of Organisms
In Mosa Mack’s Interactions of Organisms Unit, students are led through a progression of three inquiry lessons that focus on three different types of interactions of organisms, including mutualism, predation, and competition.
Solve: Students work together to complete a Mind Map of Interactions of Organisms vocabulary before helping Mosa Mack solve the mystery involving the death of a clownfish within the coral reef ecosystem. By the end of The Solve, students discover a variety of relationships that exist among organisms in an ecosystem, including competition, predation, and mutualism. (75 mins)
Make: Students will travel to three stations that represent three ecosystems. After examining the three types of interactions, including mutualism, predation, and competition, at each station, students will demonstrate their understanding through a creative presentation. (150-160 mins)
Engineer: Students develop and design a solution to control an issue created by an invasive species. Students will draw a technical sketch or build a model of their solution. (200 mins)
Design Thinking
Design Thinking

In Mosa Mack’s Design Thinking unit, students discover the steps of the Design Thinking process, and then use that process to design and build a product to rescue a stranded sloth.

Solve: In the solve, students discover that problem-solving is a process that involves brainstorming, prototyping, testing, refining designs and retesting. (40 mins)
Make: Students will experience Design Thinking through the creation of a rescue tower challenge. They will create a reference booklet based on their reflection. The optional extension provides students with the opportunity to analyze famous engineering designs. (150 mins)
Engineer: Students will use the design process to plan and test a solution in order to save a sloth, Dullis, from the tree. Students will use their solution to write a final page of the story from lesson 1. (160-170 mins)

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