6.2: Thermal Energy
4 lessons β’
MS-PS1-4*; MS-PS3-3; MS-PS3-4; MS-PS3-5; MS-PS4-2*; MS-ETS1-4
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ MS-PS1-4*, MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-PS4-2*, MS-ETS1-4
Students discover adding or removing thermal energy affects particle motion, temperature, and state transitions. Through solving lake transformation accusations or investigating wood frog freezing survival with cryoprotectants, conducting four investigations testing metal ball thermal expansion, food coloring mixing rates, butter boat phase changes, and soda can air pressure, and engineering solutions for Particleville's pothole and water problems, students master states of matter principles.
π¬
πͺβ
4 lessons β’ MS-PS1-4*, MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-PS4-2*, MS-ETS1-4
Students learn heat transfers through conduction, convection, and radiation understanding energy flow from hot to cold. Through solving temperature sensation mysteries or conducting heat transfer experiments with different materials, testing insulation properties comparing how quickly ice melts in various materials, and engineering thermal solutions like coolers, solar ovens, or insulated containers, students discover thermal energy as total kinetic energy of particles in matter.
π¬
πͺβ
4 lessons β’ MS-PS1-4*, MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-PS4-2*, MS-ETS1-4
Students master wave properties including amplitude, wavelength, frequency, and energy relationships. Through solving thunder prediction mysteries or conducting light and sound investigations with flashlights and materials, comparing wave energy transfer using Slinkys and ropes testing amplitude and frequency relationships plus digital versus analog signals, and engineering devices helping deaf people detect sound or blind people detect light, students discover how waves carry energy.
π¬
πͺβ
4 lessons β’ MS-PS1-4*, MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-PS4-2*, MS-ETS1-4
Students learn Design Thinking as a problem-solving process through real-world engineering challenges. Through observing the Jeddah Tower construction and building the tallest freestanding tower supporting a marshmallow using spaghetti, tape, and string, analyzing famous engineering successes and failures (Tacoma Narrows Bridge, Japan's Maglev Train, Ford Pinto, Hyatt Regency Skywalk, Solar Impulse, Titanic), and designing plans to save Dullis the sloth by creating and testing rescue device prototypes, students develop their own Design Thinking Reference Guide understanding criteria, constraints, and iterative design processes.
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6.1: Light & Matter
4 lessons β’
MS-PS2-1; MS-PS2-2; MS-PS3-1; MS-LS1-8; MS-ETS1-2; MS-ETS1-3
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-LS1-8, MS-ETS1-2, MS-ETS1-3
Students investigate how forces affect motion discovering Newton's Laws govern all movement. Through solving mysteriously moving supermarket items or testing levitating car models with magnets, conducting three investigations with marbles and ramps testing each law collecting photo and video evidence, and engineering shopping cart crash protectors using force principles safeguarding eggs during collisions, students learn predicting motion outcomes in everyday situations.
π¬
πͺβ
4 lessons β’ MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-LS1-8, MS-ETS1-2, MS-ETS1-3
Students learn energy constantly transforms while total amount stays constant through conservation principles. Through solving energy transformation mysteries or analyzing rollercoaster ride physics, conducting experiments with marbles and ramps measuring energy at different heights calculating potential-to-kinetic conversions, and engineering marble run contraptions maximizing energy transfers or designing amusement park rides, students discover how position and motion relate to energy.
π¬
πͺβ
4 lessons β’ MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-LS1-8, MS-ETS1-2, MS-ETS1-3
Students explore the nervous system as control center discovering how brain, spinal cord, and nerves transmit electrical signals. Through animated journeys following neural pathways or investigating reflex response mechanisms, conducting reaction time experiments measuring stimulus-response delays and building neuron models showing signal transmission, and engineering assistive technologies for neurological conditions, students learn how nervous system coordinates all body functions and protects from harm.
π¬
πͺβ
4 lessons β’ MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-LS1-8, MS-ETS1-2, MS-ETS1-3
Students learn Design Thinking as a problem-solving process through real-world engineering challenges. Through observing the Jeddah Tower construction and building the tallest freestanding tower supporting a marshmallow using spaghetti, tape, and string, analyzing famous engineering successes and failures (Tacoma Narrows Bridge, Japan's Maglev Train, Ford Pinto, Hyatt Regency Skywalk, Solar Impulse, Titanic), and designing plans to save Dullis the sloth by creating and testing rescue device prototypes, students develop their own Design Thinking Reference Guide understanding criteria, constraints, and iterative design processes.
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6.3: Weather, Climate & Water Cycling
4 lessons β’
MS-ESS2-4; MS-ESS2-5; MS-ESS2-6; MS-PS1-4*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ MS-ESS2-4, MS-ESS2-5, MS-ESS2-6, MS-PS1-4*
Students master how water cycles through Earth's systems driven by sun energy and gravity. Through solving water park closure mysteries or investigating how pollution travels through water cycles causing acid rain, experiencing Water Cycle in a Jar demonstrations and dice-rolling water molecule journeys tracking paths through evaporation, condensation, and precipitation, and engineering drought solutions using conservation devices or technical drawings, students learn water continuously recycles never disappearing.
π¬
πͺβ
5 lessons β’ MS-ESS2-4, MS-ESS2-5, MS-ESS2-6, MS-PS1-4*
Students master how air mass motions and complex interactions cause weather changes. Through solving wedding weather disasters or tracking storm time-lapses showing sudden shifts, rotating through six stations investigating temperature, humidity, air pressure, ocean currents, landforms, and weather fronts interpreting maps providing accurate updates, and designing meteorologist weather reports predicting regional patterns explaining causes scientifically, students learn forecasting using air mass knowledge.
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πͺβ
3 lessons β’ MS-ESS2-4, MS-ESS2-5, MS-ESS2-6, MS-PS1-4*
Students learn how unequal heating, Earth's rotation, and ocean circulation determine regional climates worldwide. Through solving drift pattern mysteries or investigating current dynamics and formation, conducting six discovery days testing latitude heating, ocean currents, density, geography, and heat capacity effects, and engineering ocean current energy harvesting devices choosing optimal locations, students discover oceans act as climate regulators distributing heat globally.
π¬
πͺβ
4 lessons β’ MS-ESS2-4, MS-ESS2-5, MS-ESS2-6, MS-PS1-4*
Students discover adding or removing thermal energy affects particle motion, temperature, and state transitions. Through solving lake transformation accusations or investigating wood frog freezing survival with cryoprotectants, conducting four investigations testing metal ball thermal expansion, food coloring mixing rates, butter boat phase changes, and soda can air pressure, and engineering solutions for Particleville's pothole and water problems, students master states of matter principles.
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6.4: Plate Tectonics & Rock Cycling
4 lessons β’
MS-ESS1-4; MS-ESS2-1; MS-ESS2-2; MS-ESS2-3
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
5 lessons β’ MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, MS-ESS2-3
Students master Earth-sun-moon cyclic patterns and gravity's role in cosmic motions. Through solving opposite season mysteries or investigating satellite orbital mechanics without engines, conducting three investigations testing light dispersion on flat, round, and tilted surfaces creating travel brochures explaining seasonal differences, and designing scaled solar system amusement parks or constellation models demonstrating distance-brightness relationships, students learn Earth's movements create observable patterns.
π¬
πͺβ
5 lessons β’ MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, MS-ESS2-3
Students master how heat, pressure, weathering, and erosion transform rocks through continuous cycles. Through solving treasure hunt mysteries or investigating amazing formation changes over time, conducting Crayon Rock Journey experiments modeling igneous, sedimentary, and metamorphic processes through melting and compacting, and engineering protection solutions for famous monuments threatened by weathering and erosion, students learn rocks constantly change over geological timescales.
π¬
πͺβ
4 lessons β’ MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, MS-ESS2-3
Students investigate why earthquakes and volcanoes cluster in specific zones where Earth's crustal pieces meet. Through analyzing seismic data from real earthquakes or investigating volcano eruption patterns, building models demonstrating divergent, convergent, and transform boundaries using graham crackers and frosting, and engineering earthquake-resistant structures or early warning systems, students discover how plate tectonics drives Earth's most dramatic geological events.
π¬
πͺβ
4 lessons β’ MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, MS-ESS2-3
Students master how continental drift and plate tectonics reshape Earth's landscape over geological time. Through solving fossil distribution mysteries across continents or investigating whale bones in desert locations, reconstructing Pangaea using fossil and geologic data creating "before and after" maps showing continental positions, and designing modern equipment measuring plate movement gathering data proving plates still shift today, students analyze evidence for plate motion.
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6.5: Natural Hazards
4 lessons β’
ESS3-2; PS4-3; ETS1-1*; ETS1-2*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ ESS3-2, PS4-3, ETS1-1*, ETS1-2*
Students investigate why earthquakes and volcanoes cluster in specific zones where Earth's crustal pieces meet. Through analyzing seismic data from real earthquakes or investigating volcano eruption patterns, building models demonstrating divergent, convergent, and transform boundaries using graham crackers and frosting, and engineering earthquake-resistant structures or early warning systems, students discover how plate tectonics drives Earth's most dramatic geological events.
π¬
πͺβ
4 lessons β’ ESS3-2, PS4-3, ETS1-1*, ETS1-2*
Students master wave properties including amplitude, wavelength, frequency, and energy relationships. Through solving thunder prediction mysteries or conducting light and sound investigations with flashlights and materials, comparing wave energy transfer using Slinkys and ropes testing amplitude and frequency relationships plus digital versus analog signals, and engineering devices helping deaf people detect sound or blind people detect light, students discover how waves carry energy.
π¬
πͺβ
4 lessons β’ ESS3-2, PS4-3, ETS1-1*, ETS1-2*
Students learn Design Thinking as a problem-solving process through real-world engineering challenges. Through observing the Jeddah Tower construction and building the tallest freestanding tower supporting a marshmallow using spaghetti, tape, and string, analyzing famous engineering successes and failures (Tacoma Narrows Bridge, Japan's Maglev Train, Ford Pinto, Hyatt Regency Skywalk, Solar Impulse, Titanic), and designing plans to save Dullis the sloth by creating and testing rescue device prototypes, students develop their own Design Thinking Reference Guide understanding criteria, constraints, and iterative design processes.
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6.6: Cells & Systems
4 lessons β’
LS1-1; LS1-2*; LS1-3*; LS1-8*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ LS1-1, LS1-2*, LS1-3*, LS1-8*
Students discover all living things are made of cellsβtiny building blocks doing work keeping organisms alive. Through animated journeys inside bodies or live video investigations of specialized cells, examining onion skin and cheek cells under microscopes identifying organelles, conducting plant cell turgor pressure experiments testing drought effects, and designing never-before-seen cells with specialized jobs, students learn how cell parts work together supporting life and function.
π¬
πͺβ
4 lessons β’ LS1-1, LS1-2*, LS1-3*, LS1-8*
Students learn how circulatory, respiratory, digestive, muscular, and nervous systems work together maintaining life. Through animated journeys shrinking inside bodies or investigating organ shortage crises and donation chains, rotating through four stations testing pulse rates, reflexes, muscle-bone connections, and digestion, and engineering solutions for body system malfunctions like blocked vessels or asthma-obstructed airways, students discover how systems cooperate supporting complex functions.
π¬
πͺβ
4 lessons β’ LS1-1, LS1-2*, LS1-3*, LS1-8*
Students explore the nervous system as control center discovering how brain, spinal cord, and nerves transmit electrical signals. Through animated journeys following neural pathways or investigating reflex response mechanisms, conducting reaction time experiments measuring stimulus-response delays and building neuron models showing signal transmission, and engineering assistive technologies for neurological conditions, students learn how nervous system coordinates all body functions and protects from harm.
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7.1: Chemical Reactions & Matter
4 lessons β’
MS-PS1-1; MS-PS1-2; MS-PS1-5; MS-LS1-8
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
6 lessons β’ MS-PS1-1, MS-PS1-2, MS-PS1-5, MS-LS1-8
Students investigate matter at atomic and molecular levels discovering that appearance reveals nothing about internal structure. Through exploring reactive elements with interactive periodic tables or solving Chef Crystal's molecular mystery, building atom models with electrons and energy levels, testing conservation of mass in chemical reactions, and designing element character profiles, students learn how atomic structure determines everything from reactivity to taste.
π¬
πͺβ
5 lessons β’ MS-PS1-1, MS-PS1-2, MS-PS1-5, MS-LS1-8
Students investigate changes at molecular levels discovering ice melting is reversible (physical change) while eggs cooking creates entirely new substances (chemical change). Through solving Titanic artifact mysteries or investigating Lady Liberty's green transformation, rotating through six hands-on stations testing physical versus chemical changes, and researching synthetic materials' environmental impacts engineering sustainable alternatives, students identify differences between changes rearranging matter versus changes creating new substances.
π¬
πͺβ
4 lessons β’ MS-PS1-1, MS-PS1-2, MS-PS1-5, MS-LS1-8
Students explore the nervous system as control center discovering how brain, spinal cord, and nerves transmit electrical signals. Through animated journeys following neural pathways or investigating reflex response mechanisms, conducting reaction time experiments measuring stimulus-response delays and building neuron models showing signal transmission, and engineering assistive technologies for neurological conditions, students learn how nervous system coordinates all body functions and protects from harm.
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7.2: Chemical Reactions & Energy
4 lessons β’
MS-PS1-6; MS-ETS1-2; MS-ETS1-3; MS-ETS1-4
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
5 lessons β’ MS-PS1-6, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4
Students investigate changes at molecular levels discovering ice melting is reversible (physical change) while eggs cooking creates entirely new substances (chemical change). Through solving Titanic artifact mysteries or investigating Lady Liberty's green transformation, rotating through six hands-on stations testing physical versus chemical changes, and researching synthetic materials' environmental impacts engineering sustainable alternatives, students identify differences between changes rearranging matter versus changes creating new substances.
π¬
πͺβ
4 lessons β’ MS-PS1-6, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4
Students learn Design Thinking as a problem-solving process through real-world engineering challenges. Through observing the Jeddah Tower construction and building the tallest freestanding tower supporting a marshmallow using spaghetti, tape, and string, analyzing famous engineering successes and failures (Tacoma Narrows Bridge, Japan's Maglev Train, Ford Pinto, Hyatt Regency Skywalk, Solar Impulse, Titanic), and designing plans to save Dullis the sloth by creating and testing rescue device prototypes, students develop their own Design Thinking Reference Guide understanding criteria, constraints, and iterative design processes.
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7.3: Metabolic Reactions
4 lessons β’
MS-LS1-3; MS-LS1-5; MS-LS1-7; MS-PS1-1; MS-PS1-2
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ MS-LS1-3, MS-LS1-5, MS-LS1-7, MS-PS1-1, MS-PS1-2
Students learn how circulatory, respiratory, digestive, muscular, and nervous systems work together maintaining life. Through animated journeys shrinking inside bodies or investigating organ shortage crises and donation chains, rotating through four stations testing pulse rates, reflexes, muscle-bone connections, and digestion, and engineering solutions for body system malfunctions like blocked vessels or asthma-obstructed airways, students discover how systems cooperate supporting complex functions.
π¬
πͺβ
4 lessons β’ MS-LS1-3, MS-LS1-5, MS-LS1-7, MS-PS1-1, MS-PS1-2
Students investigate how genetics sets possibilities while environment determines actual outcomes for traits. Through solving identical twin appearance mysteries or investigating sea turtle temperature-dependent sex determination, conducting nature versus nurture debates researching height, intelligence, and obesity influences, and engineering nutrition solutions for malnourished regions, students discover traits result from genetic and environmental factors interacting in complex ways.
π¬
πͺβ
4 lessons β’ MS-LS1-3, MS-LS1-5, MS-LS1-7, MS-PS1-1, MS-PS1-2
Students master how plants convert sunlight, COβ, and water into glucose and oxygen supporting all life. Through solving plant health mysteries or investigating tree poisoning crimes with herbicide, gathering evidence spinach leaves photosynthesize by measuring oxygen production and testing for glucose under different light conditions, and engineering optimal light conditions for Elodea plants producing oxygen for aquariums, students discover photosynthesis powers Earth's ecosystems.
π¬
πͺβ
6 lessons β’ MS-LS1-3, MS-LS1-5, MS-LS1-7, MS-PS1-1, MS-PS1-2
Students investigate matter at atomic and molecular levels discovering that appearance reveals nothing about internal structure. Through exploring reactive elements with interactive periodic tables or solving Chef Crystal's molecular mystery, building atom models with electrons and energy levels, testing conservation of mass in chemical reactions, and designing element character profiles, students learn how atomic structure determines everything from reactivity to taste.
π¬
πͺβ
5 lessons β’ MS-LS1-3, MS-LS1-5, MS-LS1-7, MS-PS1-1, MS-PS1-2
Students investigate changes at molecular levels discovering ice melting is reversible (physical change) while eggs cooking creates entirely new substances (chemical change). Through solving Titanic artifact mysteries or investigating Lady Liberty's green transformation, rotating through six hands-on stations testing physical versus chemical changes, and researching synthetic materials' environmental impacts engineering sustainable alternatives, students identify differences between changes rearranging matter versus changes creating new substances.
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7.4: Matter Cycling & Photosynthesis
4 lessons β’
MS-PS1-3; MS-LS1-2; MS-LS1-6; MS-LS2-3
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
5 lessons β’ MS-PS1-3, MS-LS1-2, MS-LS1-6, MS-LS2-3
Students investigate changes at molecular levels discovering ice melting is reversible (physical change) while eggs cooking creates entirely new substances (chemical change). Through solving Titanic artifact mysteries or investigating Lady Liberty's green transformation, rotating through six hands-on stations testing physical versus chemical changes, and researching synthetic materials' environmental impacts engineering sustainable alternatives, students identify differences between changes rearranging matter versus changes creating new substances.
π¬
πͺβ
4 lessons β’ MS-PS1-3, MS-LS1-2, MS-LS1-6, MS-LS2-3
Students discover all living things are made of cellsβtiny building blocks doing work keeping organisms alive. Through animated journeys inside bodies or live video investigations of specialized cells, examining onion skin and cheek cells under microscopes identifying organelles, conducting plant cell turgor pressure experiments testing drought effects, and designing never-before-seen cells with specialized jobs, students learn how cell parts work together supporting life and function.
π¬
πͺβ
4 lessons β’ MS-PS1-3, MS-LS1-2, MS-LS1-6, MS-LS2-3
Students master how plants convert sunlight, COβ, and water into glucose and oxygen supporting all life. Through solving plant health mysteries or investigating tree poisoning crimes with herbicide, gathering evidence spinach leaves photosynthesize by measuring oxygen production and testing for glucose under different light conditions, and engineering optimal light conditions for Elodea plants producing oxygen for aquariums, students discover photosynthesis powers Earth's ecosystems.
π¬
πͺβ
5 lessons β’ MS-PS1-3, MS-LS1-2, MS-LS1-6, MS-LS2-3
Students discover ecosystems are delicate balancing acts where every organism plays crucial roles. Through investigating crashing honeybee populations or solving Manny Mantis's pesticide protest, conducting nature walks mapping organism connections, experiencing "Dice of Destiny" environmental stressors simulating population changes, and designing solutions protecting threatened coral reefs and wetlands, students learn ecosystem changes ripple through entire webs—complex problems rarely have simple solutions.
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7.5: Ecosystem Dynamics
4 lessons β’
MS-LS2-1; MS-LS2-4; MS-LS2-2; MS-LS2-5; MS-ESS3-3; MS-ETS1-1
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ MS-LS2-1, MS-LS2-4, MS-LS2-2, MS-LS2-5, MS-ESS3-3, MS-ETS1-1
Students discover organisms interact through symbiotic relationships and predator-prey dynamics maintaining ecosystem balance. Through solving coral reef murder mysteries or investigating kelp forest collapses when keystone predators vanish, creating Ecosystem Tours presentations highlighting mutualism, competition, and predation drama using videos and organism cards, and engineering invasive species monitoring and removal solutions, students learn interaction types shape healthy ecosystems.
π¬
πͺβ
5 lessons β’ MS-LS2-1, MS-LS2-4, MS-LS2-2, MS-LS2-5, MS-ESS3-3, MS-ETS1-1
Students discover ecosystems are delicate balancing acts where every organism plays crucial roles. Through investigating crashing honeybee populations or solving Manny Mantis's pesticide protest, conducting nature walks mapping organism connections, experiencing "Dice of Destiny" environmental stressors simulating population changes, and designing solutions protecting threatened coral reefs and wetlands, students learn ecosystem changes ripple through entire webs—complex problems rarely have simple solutions.
π¬
πͺβ
4 lessons β’ MS-LS2-1, MS-LS2-4, MS-LS2-2, MS-LS2-5, MS-ESS3-3, MS-ETS1-1
Students investigate Earth's changing climate and human impact on planetary systems. Through examining rising global temperatures with data analysis or solving ice melting mysteries, conducting ecological footprint calculations comparing resource consumption across lifestyles, and designing solutions reducing carbon emissions through renewable energy proposals or sustainable community planning, students discover connections between daily choices and planetary health learning how individual actions scale to global consequences.
π¬
πͺβ
4 lessons β’ MS-LS2-1, MS-LS2-4, MS-LS2-2, MS-LS2-5, MS-ESS3-3, MS-ETS1-1
Students learn Design Thinking as a problem-solving process through real-world engineering challenges. Through observing the Jeddah Tower construction and building the tallest freestanding tower supporting a marshmallow using spaghetti, tape, and string, analyzing famous engineering successes and failures (Tacoma Narrows Bridge, Japan's Maglev Train, Ford Pinto, Hyatt Regency Skywalk, Solar Impulse, Titanic), and designing plans to save Dullis the sloth by creating and testing rescue device prototypes, students develop their own Design Thinking Reference Guide understanding criteria, constraints, and iterative design processes.
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7.6: Earthβs Resources & Human Impact
4 lessons β’
MS-ESS3-1; MS-ESS3-3*; MS-ESS3-4; MS-ESS3-5; MS-ETS1-2*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ MS-ESS3-1, MS-ESS3-3*, MS-ESS3-4, MS-ESS3-5, MS-ETS1-2*
Students discover resource limitations and human impacts requiring transitions to sustainable alternatives. Through investigating fossil fuel mysteries or exploring climate crisis connections, creating annotated diagrams showing how Earth's resources distribute unevenly from geological processes analyzing renewable versus nonrenewable formations, and engineering conservation plans or mitigation solutions addressing resource scarcity in affected regions, students learn energy source choices impact planetary health.
π¬
πͺβ
4 lessons β’ MS-ESS3-1, MS-ESS3-3*, MS-ESS3-4, MS-ESS3-5, MS-ETS1-2*
Students investigate Earth's changing climate and human impact on planetary systems. Through examining rising global temperatures with data analysis or solving ice melting mysteries, conducting ecological footprint calculations comparing resource consumption across lifestyles, and designing solutions reducing carbon emissions through renewable energy proposals or sustainable community planning, students discover connections between daily choices and planetary health learning how individual actions scale to global consequences.
π¬
πͺβ
4 lessons β’ MS-ESS3-1, MS-ESS3-3*, MS-ESS3-4, MS-ESS3-5, MS-ETS1-2*
Students learn Design Thinking as a problem-solving process through real-world engineering challenges. Through observing the Jeddah Tower construction and building the tallest freestanding tower supporting a marshmallow using spaghetti, tape, and string, analyzing famous engineering successes and failures (Tacoma Narrows Bridge, Japan's Maglev Train, Ford Pinto, Hyatt Regency Skywalk, Solar Impulse, Titanic), and designing plans to save Dullis the sloth by creating and testing rescue device prototypes, students develop their own Design Thinking Reference Guide understanding criteria, constraints, and iterative design processes.
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8.1: Contact Forces
4 lessons β’
MS-PS2-1; MS-PS2-2; MS-PS3-1; MS-LS1-8; MS-ETS1-2; MS-ETS1-3
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-LS1-8, MS-ETS1-2, MS-ETS1-3
Students investigate how forces affect motion discovering Newton's Laws govern all movement. Through solving mysteriously moving supermarket items or testing levitating car models with magnets, conducting three investigations with marbles and ramps testing each law collecting photo and video evidence, and engineering shopping cart crash protectors using force principles safeguarding eggs during collisions, students learn predicting motion outcomes in everyday situations.
π¬
πͺβ
4 lessons β’ MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-LS1-8, MS-ETS1-2, MS-ETS1-3
Students learn energy constantly transforms while total amount stays constant through conservation principles. Through solving energy transformation mysteries or analyzing rollercoaster ride physics, conducting experiments with marbles and ramps measuring energy at different heights calculating potential-to-kinetic conversions, and engineering marble run contraptions maximizing energy transfers or designing amusement park rides, students discover how position and motion relate to energy.
π¬
πͺβ
4 lessons β’ MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-LS1-8, MS-ETS1-2, MS-ETS1-3
Students explore the nervous system as control center discovering how brain, spinal cord, and nerves transmit electrical signals. Through animated journeys following neural pathways or investigating reflex response mechanisms, conducting reaction time experiments measuring stimulus-response delays and building neuron models showing signal transmission, and engineering assistive technologies for neurological conditions, students learn how nervous system coordinates all body functions and protects from harm.
π¬
πͺβ
4 lessons β’ MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-LS1-8, MS-ETS1-2, MS-ETS1-3
Students learn Design Thinking as a problem-solving process through real-world engineering challenges. Through observing the Jeddah Tower construction and building the tallest freestanding tower supporting a marshmallow using spaghetti, tape, and string, analyzing famous engineering successes and failures (Tacoma Narrows Bridge, Japan's Maglev Train, Ford Pinto, Hyatt Regency Skywalk, Solar Impulse, Titanic), and designing plans to save Dullis the sloth by creating and testing rescue device prototypes, students develop their own Design Thinking Reference Guide understanding criteria, constraints, and iterative design processes.
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8.2: Sound Waves
4 lessons β’
MS-PS4-1; MS-PS4-2
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ MS-PS4-1, MS-PS4-2
Students master wave properties including amplitude, wavelength, frequency, and energy relationships. Through solving thunder prediction mysteries or conducting light and sound investigations with flashlights and materials, comparing wave energy transfer using Slinkys and ropes testing amplitude and frequency relationships plus digital versus analog signals, and engineering devices helping deaf people detect sound or blind people detect light, students discover how waves carry energy.
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8.3: Forces at a Distance
4 lessons β’
MS-PS2-3; MS-PS2-5; MS-PS3-2
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
4 lessons β’ MS-PS2-3, MS-PS2-5, MS-PS3-2
Students investigate how forces affect motion discovering Newton's Laws govern all movement. Through solving mysteriously moving supermarket items or testing levitating car models with magnets, conducting three investigations with marbles and ramps testing each law collecting photo and video evidence, and engineering shopping cart crash protectors using force principles safeguarding eggs during collisions, students learn predicting motion outcomes in everyday situations.
π¬
πͺβ
4 lessons β’ MS-PS2-3, MS-PS2-5, MS-PS3-2
Students learn energy constantly transforms while total amount stays constant through conservation principles. Through solving energy transformation mysteries or analyzing rollercoaster ride physics, conducting experiments with marbles and ramps measuring energy at different heights calculating potential-to-kinetic conversions, and engineering marble run contraptions maximizing energy transfers or designing amusement park rides, students discover how position and motion relate to energy.
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8.4: Earth in Space
4 lessons β’
MS-ESS-1-1; MS-ESS-1-2; MS-PS2-4; MS-ESS1-3; MS-PS4-2*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
π¬
πͺβ
5 lessons β’ MS-ESS-1-1, MS-ESS-1-2, MS-PS2-4, MS-ESS1-3, MS-PS4-2*
Students master Earth-sun-moon cyclic patterns and gravity's role in cosmic motions. Through solving opposite season mysteries or investigating satellite orbital mechanics without engines, conducting three investigations testing light dispersion on flat, round, and tilted surfaces creating travel brochures explaining seasonal differences, and designing scaled solar system amusement parks or constellation models demonstrating distance-brightness relationships, students learn Earth's movements create observable patterns.
π¬
πͺβ
4 lessons β’ MS-ESS-1-1, MS-ESS-1-2, MS-PS2-4, MS-ESS1-3, MS-PS4-2*
Students investigate how forces affect motion discovering Newton's Laws govern all movement. Through solving mysteriously moving supermarket items or testing levitating car models with magnets, conducting three investigations with marbles and ramps testing each law collecting photo and video evidence, and engineering shopping cart crash protectors using force principles safeguarding eggs during collisions, students learn predicting motion outcomes in everyday situations.
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3 lessons β’ MS-ESS-1-1, MS-ESS-1-2, MS-PS2-4, MS-ESS1-3, MS-PS4-2*
Students master analyzing scale properties of solar system objects understanding vast cosmic distances. Through solving amusement park engineering failures or analyzing space probe data matching celestial objects, converting astronomical units to centimeters designing scaled amusement parks with planet-specific themed rides representing surface conditions, and building constellation shoebox models showing how star distance affects apparent brightness, students grasp mind-boggling space scales.
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4 lessons β’ MS-ESS-1-1, MS-ESS-1-2, MS-PS2-4, MS-ESS1-3, MS-PS4-2*
Students master wave properties including amplitude, wavelength, frequency, and energy relationships. Through solving thunder prediction mysteries or conducting light and sound investigations with flashlights and materials, comparing wave energy transfer using Slinkys and ropes testing amplitude and frequency relationships plus digital versus analog signals, and engineering devices helping deaf people detect sound or blind people detect light, students discover how waves carry energy.
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8.5: Genetics
4 lessons β’
MS-LS1-5*; MS-LS3-1; MS-LS3-2; MS-LS4-5; MS-LS1-2*; MS-LS1-4*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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4 lessons β’ MS-LS1-5*, MS-LS3-1, MS-LS3-2, MS-LS4-5, MS-LS1-2*, MS-LS1-4*
Students investigate how genetics sets possibilities while environment determines actual outcomes for traits. Through solving identical twin appearance mysteries or investigating sea turtle temperature-dependent sex determination, conducting nature versus nurture debates researching height, intelligence, and obesity influences, and engineering nutrition solutions for malnourished regions, students discover traits result from genetic and environmental factors interacting in complex ways.
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4 lessons β’ MS-LS1-5*, MS-LS3-1, MS-LS3-2, MS-LS4-5, MS-LS1-2*, MS-LS1-4*
Students explore mutations as DNA changes causing trait variations understanding beneficial, neutral, and harmful effects. Through solving identical-looking but different-tasting food mysteries or examining mutation cases in populations, conducting experiments modeling DNA replication errors and environmental mutation triggers like radiation, and engineering CRISPR applications or mutation protection strategies, students learn how genetic changes drive evolution and disease.
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5 lessons β’ MS-LS1-5*, MS-LS3-1, MS-LS3-2, MS-LS4-5, MS-LS1-2*, MS-LS1-4*
Students investigate reproduction at genetic levels discovering asexual versus sexual reproduction differences. Through solving sibling appearance mysteries examining chromosomes or comparing algae and frog reproduction types, conducting inheritance pattern investigations using Punnett squares predicting offspring traits, and engineering genetic diversity projects, students learn how sexual reproduction creates variation while asexual reproduction produces genetically identical offspring.
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4 lessons β’ MS-LS1-5*, MS-LS3-1, MS-LS3-2, MS-LS4-5, MS-LS1-2*, MS-LS1-4*
Students discover all living things are made of cellsβtiny building blocks doing work keeping organisms alive. Through animated journeys inside bodies or live video investigations of specialized cells, examining onion skin and cheek cells under microscopes identifying organelles, conducting plant cell turgor pressure experiments testing drought effects, and designing never-before-seen cells with specialized jobs, students learn how cell parts work together supporting life and function.
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8.6: Natural Selection & Common Ancestry
4 lessons β’
MS-LS1-4*; MS-LS4-1; MS-LS4-2; MS-LS4-3; MS-LS4-4; MS-LS4-6
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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5 lessons β’ MS-LS1-4*, MS-LS4-1, MS-LS4-2, MS-LS4-3, MS-LS4-4, MS-LS4-6
Students master how genetic variations increase survival probability in specific environments through natural selection. Through solving moth population mysteries or investigating land versus marine iguana divergence conducting simulations, participating in Finch Beak Feeding Frenzy survival games with forks and Froot Loops tracking population data mathematically over generations, and designing biomimicry products inspired by animal and plant adaptations, students learn advantageous traits become common through reproduction.
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3 lessons β’ MS-LS1-4*, MS-LS4-1, MS-LS4-2, MS-LS4-3, MS-LS4-4, MS-LS4-6
Students investigate evolution evidence discovering three types prove common ancestry across species. Through examining Evie Loo's Natural History Wing fossils or analyzing transitional form mysteries, rotating through stations comparing anatomical structures, embryological development, and fossil sequences, and engineering devices monitoring ongoing evolution like antibiotic-resistant bacteria, students master analyzing evolutionary relationships using fossil, embryological, and comparative anatomy evidence lines.
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6.2: Thermal Energy
MS-PS1-4*; MS-PS3-3; MS-PS3-4; MS-PS3-5; MS-PS4-2*; MS-ETS1-4
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Birds are furious at humansβevery winter, humans pave their lake with "white tar," then steal water for swimming pools! Mosa stands accused representing the human race. Students follow her year-long investigation gathering evidence. The discovery: it's the same substanceβwaterβbehaving differently in different states! Winter: water molecules slow down as thermal energy decreases, arrange in fixed patterns, freeze into ice (solid stateβthe "white tar"). Summer: thermal energy increases, molecules move faster, ice melts to liquid water that humans use for pools. Same HβO molecules, different arrangements and motion explain the mystery. Birds learn about states of matter!
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Wood frogs survive extreme cold by tolerating partial body freezingβhow? Most animals die when freezing water prevents cells from functioning, but wood frogs accumulate cryoprotectants (special compounds lowering freezing point and reducing ice formation). Students explore this phenomenon using PhET interactive simulations investigating particle behavior, conduct video investigations examining how thermal energy affects molecular motion, and construct explanations for how wood frogs' bodies handle freezing. They discover that controlling state changes at the molecular level (preventing complete freezing by manipulating particle motion and temperature) allows survival in frozen conditions.
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Determine the best protocol for storing, transporting, and thawing plasma between hospitals! Students conduct four investigations understanding thermal energy and particle motion relationships. Investigation 1: Metal Ball and Ringβobserve thermal expansion when adding/removing heat affects average kinetic energy. Station 1: Food Coloring in Waterβwatch food coloring spread faster in hot water (particles move faster) than cold water (particles move slower). Station 2: Butter Boatsβinvestigate phase change as butter melts from solid to liquid with added thermal energy. Investigation 3: Soda Can Air Pressureβobserve can crushing when cooling changes gas pressure. Investigation 4: PhET Simulationβmanipulate variables testing pressure relationships. Develop models predicting state changes.
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The city of Particleville faces two problems: (1) Excessive potholes plaguing roads, (2) Desperate demand for fresh water threatening the community. Students select one problem and engineer solutions using states of matter knowledge. Pothole solutions might involve: materials that expand/contract less with temperature changes, self-healing asphalt using phase-change materials, coatings preventing freeze-thaw damage. Water solutions might involve: atmospheric water generators condensing water vapor from air, fog-catching nets, desalination systems converting saltwater to freshwater, water recycling technologies. They research materials, create technical diagrams or prototypes, and present designs explaining how controlling state changes solves community problems.
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What is matter? Rock, ocean, hot-air balloonβall matter! This book defines matter as anything with mass taking up space. States of matter: solid, liquid, or gas. Water demonstrates: liquid (drink), solid (ice), gas (vapor). Particle arrangement determines state. Solid: atoms/molecules close together vibrating in place. Liquid: atoms/molecules close but sliding past each other. Gas: atoms/molecules far apart moving rapidly taking lots of space.
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Walk through a winter garden with towering ice sculpturesβdragons, flowers, intricate castles. Water naturally exists in three states (solid, liquid, gas) within narrow temperature range enabling ice sculpture art. Questions explain why ice holds detailed shapes (particles arranged in fixed, closely packed structure)βmirroring state assessment formats testing states of matter concepts.
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Willy's new infomercial promises his tin foil gloves will keep hands toasty warm in freezing weatherβbut customers discover he's full of hot air. Students follow Mosa as she investigates why the Willy Warm Gloves fail, testing different materials to discover that some conduct heat away from hands while others insulate and trap warmth. By the end, they can explain which materials make the best insulators and why.
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What is heat, exactlyβand how does it move? Students find out by viewing everyday activities through a thermal camera: typing on a laptop, running on a treadmill, taking a shower. Suddenly, everything looks different. Color patterns reveal heat transferring in ways invisible to the naked eye. Then comes the hands-on test: the "bare fingers vs. Crisco" investigation, where students dip one hand in ice water bare and one hand coated in Crisco to discover how insulation blocks heat transfer. By mapping temperature changes across experiments, students build their own rules for how thermal energy moves from warm objects to cold ones.
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Put Willy Warm's gloves on trial. Students design and conduct two investigations testing his claims: (1) Are tin foil gloves really the best insulators? Students test aluminum foil against bubble wrap, felt, foam, cotton, and cardboard, measuring temperature changes over time. (2) Does mass affect how quickly things cool down? They use different amounts of water and track thermal energy transfer. Then they report findings to the Better Business Bureau with poster presentations and data proving Willy's claims are false.
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Design an ice cube protector that keeps ice frozen longest under a heat lamp. Students research insulation, sketch designs, select materials (egg cartons, bubble wrap, foam, felt, milk cartons, aluminum foil), build prototypes, test them with thermometers under warming lamps, and iterate based on results. The winning design maximizes insulation and minimizes thermal energy transferβproving students understand conduction, materials science, and the engineering design process.
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Why does metal feel colder than wood at room temperature? This book explains thermal energy as total kinetic energy of particles in matter. Temperature measures average kinetic energy. Heat is thermal energy transfer from hot to cold. Conduction transfers through direct contact, convection through fluid movement, radiation through electromagnetic waves (like Sun warming Earth without touching).
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Students analyze insulation experiment data comparing materials (fiberglass, foam, newspaper, aluminum foil) keeping ice cubes frozen longest. Table shows melting times and temperature changes. Tasks include identifying best insulators, explaining how insulation slows heat transfer, constructing arguments about thermal energy principles, and calculating temperature change ratesβmirroring state assessment formats testing thermal energy concepts.
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Thad the Thunder's show stumps audiencesβhe predicts thunder's exact timing! After Billy loses all his money betting against Thad, Mosa suspects deception. Thad's assistant Sam shares interesting information. Students follow Mosa learning about waves, discovering Thad's trick: light waves travel faster than sound waves! During lightning storms, light reaches observers almost instantly, while sound arrives seconds later. Thad sees the lightning flash, counts seconds knowing sound's speed, predicts thunder perfectly. It's physics, not magicβdifferent wave types have different speeds!
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An illusionist makes objects appear out of thin air. Candles extinguish themselves with no one nearby. Two examples of waves playing tricks on usβbut how? Students conduct investigations to discover light and sound wave properties. In the sound investigation, they create drums using cups covered with plastic wrap, sprinkle rice on top, and bang nearby with a malletβthe rice jumps! Sound waves cause vibrations that transfer energy through the air. In the light investigation, students test how light interacts with different materials: aluminum foil reflects light (bounces back), clear binder dividers transmit light (passes through), black construction paper absorbs light (takes in energy). Colorful paper both reflects some wavelengths and absorbs othersβexplaining why we see colors in the first place.
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Compare energy transfer in light and sound waves using Slinkys and heavy cotton ropes! Students create waves with different amplitudes (wave height) and frequencies (waves per second), discovering: higher amplitude = more energy (bigger waves carry more energy than small waves), amplitude relates to volume (loud sounds = high amplitude, quiet sounds = low amplitude), amplitude relates to brightness (bright light = high amplitude, dim light = low amplitude). Test wave interactions: waves can be transmitted (pass through clear materials), reflected (bounce off mirrors/foil), or absorbed (disappear into black materials). Investigate digital vs. analog signalsβdigital signals are more reliable for encoding and transmitting information with less distortion.
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Design solutions using wave knowledge to help people with disabilities: (1) Help deaf people detect sound wavesβdesign devices converting sound vibrations into visual signals, tactile feedback, or written text (vibrating bracelets detecting loud noises? flashing lights responding to doorbell sounds? speech-to-text displays?), OR (2) Help blind people detect light wavesβdesign devices converting light into sound, touch, or temperature signals (sensors beeping when light levels change? tactile displays showing light patterns? echolocation assistive devices?). Research existing technologies, engineer innovative solutions, build prototypes using paper/tape/glue/craft materials, present designs explaining how they detect and convert wave energy.
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Waves are everywhereβocean waves, sound waves, light waves! This book defines waves as disturbances traveling through space or matter, carrying energy. Bigger waves equal more energy. Light waves carry energy moving perpendicular to wave motion, can travel through space. Sound waves are mechanical waves requiring medium (solid/liquid/gas) to transport energyβcannot travel through space! Wave properties include wavelength (distance between peaks), frequency (waves per second), amplitude (wave height relating to energyβhigher amplitude equals more energy, louder sound, or brighter light).
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Sound is a wave moving through mediums (air, water, solids) by vibrating particles. Two important properties: amplitude (wave height) and frequency (waves passing per second). Students use PhET sound simulation adjusting frequency discovering pitch effects (high frequency equals high pitch), adjusting amplitude discovering volume effects (high amplitude equals loud)βmirroring state assessment formats.
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In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
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Students observe a phenomenon about the Jeddah Towerβone of the world's tallest towers designed to be over 1,000 meters (3,281 feet) with 59 elevators traveling up to 10 meters per second, costing more than $1.2 billion. They then complete the Tallest Tower Challenge: construct the tallest freestanding tower possible that supports a marshmallow using 20 uncooked spaghetti sticks, masking tape, and string within 20 minutes. Students compare tower designs analyzing height and stability, determine success or failure of solutions, reflect on which Design Thinking process steps they utilized during the challenge, and develop their own Design Thinking Reference Guide with vocabulary cards documenting their reflections for each step.
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Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
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Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
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6.1: Light & Matter
MS-PS2-1; MS-PS2-2; MS-PS3-1; MS-LS1-8; MS-ETS1-2; MS-ETS1-3
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Newton's Supermarket customers are terrifiedβitems move on their own, objects fall mysteriously, shopping carts roll without being pushed. Is it haunted? Students follow Mosa as she analyzes security camera footage and conducts reenactments, discovering that every "paranormal" event follows Newton's Laws. Objects at rest stay at rest until force acts on them (Newton's First Law). Heavy items need more force to move than light ones (Newton's Second Law). When a cart pushes items, items push back on the cart with equal force (Newton's Third Law). No ghostsβjust physics!
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Security cameras in China capture cars and trucks driving normally, then suddenly being tossed around and appearing to levitate! Students watch the shocking footage, then conduct investigations with mini cars, string, magnets, weights, and wire to model what forces could cause these movements. By testing different variables (pulling with string? magnetic forces? hidden wires? slope changes?), they determine which forces are acting on the vehiclesβdiscovering that even seemingly inexplicable events follow predictable natural laws of force and motion.
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A local magazine claims mysterious forces are occurring in townβterrifying headlines hurt tourism! Students debunk each claim by completing three investigations with marbles, golf balls, tennis balls, ping pong balls, rulers, ramps, and textbooks. They test: (1) How force affects motion (Newton's First Lawβobjects in motion stay in motion unless acted upon), (2) How mass affects acceleration (Newton's Second Lawβheavier objects need more force), (3) Action-reaction pairs (Newton's Third Lawβequal and opposite reactions). They collect photo/video evidence, connect data to Newton's Laws, and present digital presentations validating each law scientifically.
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Research car crash collisions, then apply that knowledge to redesigning shopping carts that protect precious cargoβraw eggs! Students investigate safety mechanisms (crumple zones, airbags, seatbelts), design shopping cart prototypes using cardboard, bottle caps for wheels, popsicle sticks, cushioning materials, then test by sending carts down ramps into crash boards. Success = egg survives! They measure impact forces, analyze which design features work best (suspension systems? padded interiors? shock absorbers?), and create investment pitches convincing Ms. Newton to fund their invention. Newton's Laws meet real-world engineering.
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Newton's Supermarket appears hauntedβitems move mysteriously! This book explains Newton's Laws governing all motion. First Law: objects at rest stay resting, objects moving keep moving unless force acts. Second Law: heavier objects need more force. Third Law: equal and opposite reactions. Examples include tug-of-war, soccer balls, and everyday forces (applied, gravity, friction).
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Students analyze car bumper crash test data showing different speeds and forces: Car A (10 m/s, 25,000 N), Car B (15 m/s, 40,000 N), Car C (energy-absorbing bumper, 28,000 N). Tasks include calculating relationships between speed and force, explaining how crumple zones reduce impact forcesβmirroring state assessment formats testing force and motion concepts.
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Engineers at Kinetic Kars can't figure out why their new roller coaster won't complete its track. Students follow Mosa as she runs experiments to solve the engineering puzzle, discovering how potential energy (stored at height) converts to kinetic energy (motion) and why mass and speed matter. By the end, they can explain the relationship between the two energy types and predict what it takes to keep a coaster moving.
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The band OK Go's music video features a four-minute uninterrupted Rube Goldberg machine with thrilling energy transfers. Students analyze the video, then build their own Rube Goldberg systems using marbles, dominoes, balls, and ramps. By tracking how energy changes from potential to kinetic through each chain reaction, they discover the fundamental relationship between stored energy and motion.
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The Alleycats bowling team needs championship-level advice: what height should they release the ball from, and should they use a heavier ball? Students build marble ramps, systematically test different heights and marble masses, measure how far the marble knocks an index card, and graph their data. The conclusion? Height and mass both affect kinetic energyβbut one matters way more than you'd think.
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Design a roller coaster that maximizes energy transfer and delivers a marble into a cup at the finish line. Students use foam pipe insulation to engineer tracks with at least one loop, one banked curve, and enough initial potential energy to complete the entire run. They test, troubleshoot, adjust heights, and present their final designsβdiscovering firsthand why roller coaster engineers obsess over every inch of track elevation.
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Rollercoasters demonstrate energy transformation! This book explains potential energy as stored energy (height, stretched springs) and kinetic energy as motion energy. At the top of a hill, a rollercoaster has maximum potential energy. Racing downward, potential converts to kinetic. Energy constantly transforms but total amount stays constant (conservation of energy)βpowering thrilling rides!
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Students analyze rollercoaster diagrams showing energy at different points. Data includes: starting height (50m, high PE, zero KE), bottom (0m, zero PE, maximum KE), halfway down (25m, medium PE, medium KE). Tasks include calculating energy at each point, explaining energy transformations, and constructing conservation argumentsβmirroring state assessment formats testing energy concepts.
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Otis the bat has echolocation down to a scienceβsend a signal, wait for the bounce, catch the prey. But one tiger moth keeps escaping, no matter what he tries. Mosa Mack travels right to the source: inside Otis's nervous system. Students follow as she traces how signals travel from sensory neurons through the spinal cord to the brain and back to muscles. By the end, they can explain how the nervous system senses, processes, and respondsβand uncover why Bert the moth's secret trick keeps jamming Otis's signal.
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A football player takes a hit to the head and stumbles off the fieldβshould the coach let him back in for the final two minutes? Students investigate real sports concussions, map brain anatomy to understand what each region controls, and discover how a blow to the head can damage neurons and disrupt the nervous system's communication network. Then they diagnose an injured athlete using actual concussion data to decide: should the player return to play or sit out?
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Four hands-on stations turn students into reaction-time scientists. They measure pupil dilation, test blink reflexes, drop rulers to calculate visual and auditory response speeds, then compare their data to Usain Bolt's record-breaking sprint times. By the end, students create visual models mapping exactly how signals race from sensory receptors through neurons to the spinal cord and brainβdiscovering why some responses happen in milliseconds while others take conscious thought.
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What if your nervous system malfunctioned? Students choose one real nervous system disorder (like paralysis, nerve damage, or sensory loss), research how the signal pathway breaks down, then engineer a solutionβeither a device to restore function or a tool to manage symptoms. They sketch technical drawings, build prototypes, and present their designs. It's biomedical engineering meets neuroscience, complete with real-world problem-solving.
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Touch a hot stoveβyour hand jerks back instantly! This book explains the nervous system: brain (control center), spinal cord (information highway), and nerves (message carriers). Neurons transmit electrical signals between body and brain. Sensory neurons detect stimuli, motor neurons trigger responses, interneurons connect them. Reflexes are automatic protective responses bypassing conscious thought.
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Students analyze reaction time experiments measuring stimulus-response delays. Data shows visual stimuli (0.25 sec), auditory (0.17 sec), touch (0.15 sec) response times. Tasks include explaining signal pathways through nervous system, comparing reflex versus conscious responses, calculating average reaction times, and identifying factors affecting neural transmissionβmirroring state assessment formats testing nervous system concepts.
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In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
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Students observe a phenomenon about the Jeddah Towerβone of the world's tallest towers designed to be over 1,000 meters (3,281 feet) with 59 elevators traveling up to 10 meters per second, costing more than $1.2 billion. They then complete the Tallest Tower Challenge: construct the tallest freestanding tower possible that supports a marshmallow using 20 uncooked spaghetti sticks, masking tape, and string within 20 minutes. Students compare tower designs analyzing height and stability, determine success or failure of solutions, reflect on which Design Thinking process steps they utilized during the challenge, and develop their own Design Thinking Reference Guide with vocabulary cards documenting their reflections for each step.
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Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
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Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
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6.3: Weather, Climate & Water Cycling
MS-ESS2-4; MS-ESS2-5; MS-ESS2-6; MS-PS1-4*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Splashy Land, the famous water park, is forced to closeβdrought brings water restrictions crushing summer fun! Students follow Mosa tracing water's path, discovering the crisis is larger than expected. Water used in the park and community is part of a larger cycle: evaporation (sun heats water β becomes vapor), condensation (vapor cools β forms clouds), precipitation (rain/snow falls), collection (water gathers in oceans/rivers/groundwater), repeat. Mosa's creative solution: treat and recycle wastewater! Wastewater isn't wasteβit's a water source that can be purified and returned to the environment for reuse. Splashy Land reopens using recycled water!
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Starting in the 1970s, Adirondack Region plants and animals died mysteriously. Scientists suspected Midwest factory pollution was the causeβbut how did distant pollution reach them? Students watch the case study video, analyze maps, examine data discovering that pollution entered the water cycle! Factory emissions became airborne, traveled east with wind, mixed with atmospheric water vapor, fell as acid rain through precipitation, contaminating Adirondack ecosystems. Water Cycle in a Jar demonstration shows the process: heat water (evaporation), ice-cooled beaker above causes condensation, water droplets fall (precipitation). Pollution gets into and carries through the water cycle, proving water connects distant locations.
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Experience the water cycle firsthand! Part 1: Water Cycle in a Jar Demonstrationβobserve 250 mL tap water heated on hot plate, watch evaporation, see condensation on ice-filled beaker above, witness precipitation as droplets fall. Identify stages: boiling, evaporation, melting, condensation, precipitation. Part 2: Water Cycle Journeyβuse 9 dice rolling through stations (ocean, cloud, glacier, river, plant, animal, soil, groundwater, atmosphere), tracking your path as a water molecule. Students might: evaporate from ocean β condense in cloud β precipitate as snow β melt into river β absorbed by plant β transpired into atmosphere. Create annotated diagrams showing multiple possible water molecule paths through the cycle.
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Research a U.S. state experiencing drought using the United States Drought Monitor website, then engineer solutions! Students gather statistics on drought severity, water scarcity impacts, affected regions, then design either: (1) Conservation devicesβrainwater harvesting systems, greywater recycling systems, atmospheric water generators, drip irrigation, fog-catching nets, or (2) Technical drawingsβdetailed plans for water-saving technologies. Build prototypes using cardboard, plastic cups, tubing, coffee filters, sand, gravel, bottles, or create professional technical drawings with specifications. Present drought solutions explaining how designs conserve, capture, or recycle water addressing state-specific challenges.
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How do you use water daily? This book explains water exists in three states: liquid (oceans, rivers), solid (ice, glaciers), gas (water vapor). The water cycle: water continuously moving between air, ocean, and landβconstantly recycled, never disappearing. Stages include: evaporation (liquid becomes gas), condensation (gas becomes liquid forming clouds), sublimation (frozen becomes vapor), transpiration (plants release vapor), precipitation (rain, snow falling).
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The Andes Mountains play critical roles in Urubamba River Basin water cycle. Wet season: heavy rains increase river flow causing flooding. Dry season: less precipitation, but glaciers release meltwater maintaining flow. Tasks include explaining sun energy driving evaporation, describing gravity pulling precipitation, analyzing seasonal patternsβmirroring state assessment formats testing water cycle concepts.
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Mia and Henry's wedding business is crumblingβtwo weddings depend on specific weather conditions! Tropical wedding: storm ruins plans. Arctic wedding: no snow appears. Students help Mosa solve the mystery by exploring common weather factors. The discovery: air masses (large bodies of air with similar temperature and humidity) interact differently in different regions. Tropical regions: warm humid air masses can create intense storms when they meet cooler air. Arctic regions: cold dry air masses don't always produce snowβtemperature and moisture must both be right. Understanding air mass characteristics and collisions explains why weather varies regionally and why predictions sometimes fail. Both weddings saved!
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It's a fair, bright day in Albany, NY. Then suddenlyβstrong winds, thunder, and rain sweep through. Within minutes, everything has changed. What just happened? Students explore temperature and humidity in air masses, developing an understanding of what occurs when air masses collide. The explanation: weather fronts form when air masses with different characteristics meet. A cold frontβcold air pushing in, forcing warm air upward rapidlyβcreates sudden storms with strong winds and precipitation. Warm air rises quickly, cools, and water vapor condenses into clouds and rain. That dramatic shift in Albany? A cold front passage. By tracking air mass movements, students learn to explain and predict sudden weather changes.
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Six station investigations exploring factors impacting weather. Station 1: Temperature/Latitudeβballoon in freezer contracts (cold air), balloon in warm water expands (warm air), latitude affects temperature. Station 2: Humidityβwater vapor in air affects precipitation. Station 3: Air Pressure and Windβhigh/low pressure systems drive wind patterns. Station 4: Ocean Current Temperatureβwarm currents (Gulf Stream) moderate coastal climates, cold currents cool regions. Station 5: Landformsβmountains create rain shadows (Sacramento vs. Carson City, Yakima vs. Seattleβwindward side wet, leeward side dry). Station 6: Weather Frontsβcold/warm/stationary fronts create different conditions. Interpret weather maps providing accurate regional weather updates.
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Students plan and act out a model of the various factors that contribute to a weather front of their choice. (150 minutes)
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Act as meteorologists designing weather reports! Students research 5-day weather data for chosen regions, analyze patterns in temperature, pressure, wind direction, humidity, precipitation, identify trends, then predict Day 6 weather explaining causes using air mass knowledge. They design professional weather reports (poster presentations or video recordings) including: current conditions, 5-day data visualization, Day 6 forecast, scientific explanations of weather factors (approaching cold front? high pressure system? ocean current influence? mountain effects?), and presentation delivery with meteorologist flair. Practice communicating complex weather science to general audiences like real TV meteorologists!
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Mia and Henry's wedding planning business faces disaster! Tropical wedding: storm ruins plans. Arctic wedding: no snow appears. This book explains air masses (large bodies with similar temperature/humidity) interact differently in regions. Tropical regions: warm humid air meets cooler air creating intense storms. Arctic regions: cold dry air doesn't always produce snowβtemperature and moisture must both be right.
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October 31, 2019, Chicagoβtrick-or-treaters excited, but mid-afternoon weather turns dramatically! Temperatures plunge, winds pick up, snow starts. Students review NOAA data from O'Hare Airport showing: 9:00 AM (34Β°F, 1015.6 hPa, SE wind), 3:00 PM (31Β°F dropping, pressure falling). Tasks include explaining air mass movements causing changes, determining prediction methodsβmirroring state assessment formats.
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Secret nuclear plans hidden in garden gnomes spill overboard near the Philippinesβnow they're floating across the Pacific! Mosa helps Interpol agents track down the "Air-Quote Gnome" by investigating ocean current dynamics. Students discover that ocean currents follow predictable patterns influenced by: Earth's rotation (Coriolis effect), wind pushing surface water, land masses redirecting flow, and density differences (cold salty water sinks, warm fresh water rises). General pattern: cold water moves from poles toward equator, warm water flows from equator toward poles. By combining these factors accurately, they locate and recover the missing gnome with nuclear plans.
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Six discovery-based investigation days exploring factors affecting ocean movement and regional climate. Day 1: LatitudeβTest how sunlight angle affects heating at different latitudes (equator receives direct rays, poles receive angled rays). Day 2: Ocean and Wind CurrentsβMap how wind patterns drive surface currents, creating global circulation. Day 3: DensityβInvestigate how temperature and salinity affect water density, causing cold salty water to sink and drive deep ocean currents. Day 4: GeographyβExamine how land masses redirect ocean currents and create regional climate patterns. Day 5: HeatβCompare how land vs. water absorbs and releases heat (water changes temperature slowly, land changes quickly). Day 6: AssessmentβStudents present comprehensive understanding of how all factors interact.
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Harness clean energy from ocean currents! Students review forces impacting ocean circulation, brainstorm energy capture methods, then choose optimal locations for devices based on maps showing surface temperatures, current speeds, and wind patterns. They design either surface current generators (capturing energy from fast-moving Gulf Stream, Kuroshio Current, or Antarctic Circumpolar Current) or deep water current devices (harvesting energy from density-driven thermohaline circulation). Final presentations include either physical models or technical diagrams showing device placement on world maps with engineering explanations of why their chosen location maximizes energy capture.
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Why is San Francisco mild while Chicago has icy winters? This book explains unequal heating (equator receives direct sunlight, poles receive angled), land versus water (water has high heat capacity providing climate cushion), and ocean currents as heat delivery systems. Gulf Stream warms London more than Quebec despite similar latitudes demonstrating ocean current impacts.
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Students analyze Lima/Kinshasa both near equator but different climates; Chicago extreme seasons versus San Francisco mild climate. Tasks include explaining latitude, elevation, and ocean distance effects on climate, interpreting temperature/precipitation graphs, identifying ocean current influences, and constructing climate pattern argumentsβmirroring state assessment formats testing ocean and climate interaction concepts.
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Birds are furious at humansβevery winter, humans pave their lake with "white tar," then steal water for swimming pools! Mosa stands accused representing the human race. Students follow her year-long investigation gathering evidence. The discovery: it's the same substanceβwaterβbehaving differently in different states! Winter: water molecules slow down as thermal energy decreases, arrange in fixed patterns, freeze into ice (solid stateβthe "white tar"). Summer: thermal energy increases, molecules move faster, ice melts to liquid water that humans use for pools. Same HβO molecules, different arrangements and motion explain the mystery. Birds learn about states of matter!
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Wood frogs survive extreme cold by tolerating partial body freezingβhow? Most animals die when freezing water prevents cells from functioning, but wood frogs accumulate cryoprotectants (special compounds lowering freezing point and reducing ice formation). Students explore this phenomenon using PhET interactive simulations investigating particle behavior, conduct video investigations examining how thermal energy affects molecular motion, and construct explanations for how wood frogs' bodies handle freezing. They discover that controlling state changes at the molecular level (preventing complete freezing by manipulating particle motion and temperature) allows survival in frozen conditions.
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Determine the best protocol for storing, transporting, and thawing plasma between hospitals! Students conduct four investigations understanding thermal energy and particle motion relationships. Investigation 1: Metal Ball and Ringβobserve thermal expansion when adding/removing heat affects average kinetic energy. Station 1: Food Coloring in Waterβwatch food coloring spread faster in hot water (particles move faster) than cold water (particles move slower). Station 2: Butter Boatsβinvestigate phase change as butter melts from solid to liquid with added thermal energy. Investigation 3: Soda Can Air Pressureβobserve can crushing when cooling changes gas pressure. Investigation 4: PhET Simulationβmanipulate variables testing pressure relationships. Develop models predicting state changes.
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The city of Particleville faces two problems: (1) Excessive potholes plaguing roads, (2) Desperate demand for fresh water threatening the community. Students select one problem and engineer solutions using states of matter knowledge. Pothole solutions might involve: materials that expand/contract less with temperature changes, self-healing asphalt using phase-change materials, coatings preventing freeze-thaw damage. Water solutions might involve: atmospheric water generators condensing water vapor from air, fog-catching nets, desalination systems converting saltwater to freshwater, water recycling technologies. They research materials, create technical diagrams or prototypes, and present designs explaining how controlling state changes solves community problems.
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What is matter? Rock, ocean, hot-air balloonβall matter! This book defines matter as anything with mass taking up space. States of matter: solid, liquid, or gas. Water demonstrates: liquid (drink), solid (ice), gas (vapor). Particle arrangement determines state. Solid: atoms/molecules close together vibrating in place. Liquid: atoms/molecules close but sliding past each other. Gas: atoms/molecules far apart moving rapidly taking lots of space.
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Walk through a winter garden with towering ice sculpturesβdragons, flowers, intricate castles. Water naturally exists in three states (solid, liquid, gas) within narrow temperature range enabling ice sculpture art. Questions explain why ice holds detailed shapes (particles arranged in fixed, closely packed structure)βmirroring state assessment formats testing states of matter concepts.
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6.4: Plate Tectonics & Rock Cycling
MS-ESS1-4; MS-ESS2-1; MS-ESS2-2; MS-ESS2-3
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Neve's ski instructor crew steps off the plane in New Zealand expecting winter and snow jobsβinstead, bikinis and summer sun! Panic sets in as employment vanishes. Students follow Mosa disproving wrong theories (New Zealand closer to sun? No! Distance barely changes. Different sun? No! Same sun!). The correct answer: Earth's tilt. Earth is tilted 23.5 degrees on its axis. When Northern Hemisphere (Colorado) tilts toward sun, it receives direct sunlight = summer. Simultaneously, Southern Hemisphere (New Zealand) tilts away, receiving angled sunlight = winter. Six months later, positions reverse. Same day, opposite seasonsβEarth's tilt determines angle of sun's rays hitting each hemisphere!
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Starlink satellites orbit Earth without enginesβwhat keeps them up there? Students watch video footage of satellites circling the planet, then use models exploring the relationship between mass, distance, and gravitational force. They discover: (1) Greater mass = stronger gravitational pull (Sun's massive gravity holds planets in orbit), (2) Greater distance = weaker gravitational pull, (3) Orbital speed mattersβsatellites move fast enough horizontally that as gravity pulls them down, Earth's curve drops away beneath them, creating continuous "falling" orbit. Perfect balance between forward motion and gravitational pull keeps satellites orbiting without engines!
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Three investigations about light dispersion and seasons. Investigation 1: Flat Surfaceβshine flashlight at different angles on graph paper, measuring light spread (direct = concentrated/hot, angled = dispersed/cool). Investigation 2: Round Surfaceβrepeat with styrofoam sphere discovering curved surface affects light distribution. Investigation 3: Tilted Earth Orbiting Sunβskewer through tilted styrofoam Earth, orbit around lamp "sun" in darkened room, observe how tilt creates seasons as different hemispheres receive varying light angles. Create travel brochures for Northern and Southern Hemisphere destinations, explaining seasonal differences using Earth's tilt and sun angle knowledge. Research best travel times!
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Students will develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, and eclipses of the sun and the moon. (75 minutes)
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Design a space-themed amusement park with scaled planet sizes and distances plus rides representing each planet's conditions! Part 1: Mystery bag of spheresβmatch spheres to planets using scaled diameters (1 cm : 6,370 km scale: Mercury = marble 0.8 cm, Mars = marble 1 cm, Venus = 1.8 cm sphere, Earth = 2 cm, Sun = 218.5 cm diameter or three yoga balls). Part 2: Map scaled distances on classroom walls. Part 3: Design amusement park with rides matching planetary conditions (Venus roller coaster through sulfuric acid clouds? Mars low-gravity trampolines? Jupiter storm simulators?). Accurate scaling teaches solar system proportions!
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When you look at the night skyβstars, planets, distant galaxiesβwhat holds everything together? Gravityβinvisible force holding the universe! This book explains gravity as powerful attraction between objects with mass. More massive objects have stronger pull (Sun keeps planets orbiting). The Milky Way: our spiral galaxy containing billions of stars held together by gravity. Solar system formed 4.6 billion years ago from nebula (gas/dust cloud) collapsing from gravity, spinning into disk. Center formed Sun, remaining material clumped into planets.
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During Orion Space Institute outreach, a 7-year-old asks: "If Earth is spinning and flying through space, why doesn't it zoom away?" Students investigate gravity's role holding solar system and Milky Way together. Diagram shows Sun-centered solar system with planetary orbits and gravitational pull arrows. Tasks include explaining gravity depends on mass/distance, describing why planets don't fly offβmirroring state assessment formats.
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At an estate sale, Mosa discovers a lifetime treasureβan ancient guide book with directions to the Sunset Topaz, the world's most wanted crystal! Students follow her wild adventure through erupting mountains (witnessing igneous rock forming from cooling magma/lava), crumbling cities (observing weathering breaking rocks down), and ancient rivers (seeing sedimentary rock forming from compacted sediments), all while being chased by evil Zog seeking the same treasure. Mosa explores the rock cycle, discovering three rock types and the forces creating them (metamorphic rock forms under heat and pressure), using this knowledge to outsmart Zog and keep the Sunset Topaz.
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It's a compliation of the most amazing rock formations worldwideβhow did they form and change over time? Students investigate various formations, explore weathering agents that physically or chemically change rock composition (water freezing in cracks, acids dissolving minerals, wind abrasion, temperature changes, plant roots), and conduct hands-on investigations testing agents of change. They experiment with: sugar cubes representing rocks exposed to water, vinegar dissolving limestone/chalk, ice expansion breaking materials, abrasion wearing surfaces smooth. Data reveals how different weathering processes reshape Earth's surface over geological time.
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Students shave colored crayons into "sediments," compact them under pressure simulating sedimentary rock formation (pressing with books on wax paper), apply heat transforming them into metamorphic rock (floating aluminum foil boats in hot water, melting and changing crayon structure), then witness complete melting and cooling creating igneous rock (liquid crayon solidifying). Safety precautions include careful knife handling and supervised hot water use. They create annotated diagrams depicting each rock type and transformation process, explaining how rocks cycle between forms through different geological forces over millions of years.
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Students complete three activities to construct an explanation, based on evidence from rock strata, for how the geologic time scale is used to organize Earthβs history. (140 mins)
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Choose a famous monument threatened by weathering and erosion (Taj Mahal suffering acid rain damage? Sphinx nose eroded by wind and sand? Statue of Liberty corroding? Easter Island statues weathering? Mount Rushmore cracking from freeze-thaw cycles?), then engineer protection solutions. Students research specific weathering threats affecting their chosen monument, design prevention or mitigation strategies (protective coatings, drainage systems, climate-controlled enclosures, chemical treatments, restoration protocols), create technical diagrams or 3D prototypes, and present solutions explaining how designs protect monuments from ongoing geological processes destroying cultural heritage.
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Rocks seem boring, but some are tourist attractions! This book showcases famous formations: Devil's Tower (tall igneous rock), Grand Canyon (red sandstone layers). The rock cycle transforms rocks through heat, pressure, gravity, rain, and wind. Igneous rock forms when magma/lava cools. Sedimentary rock forms when weathering breaks rocks, sediments compact. Metamorphic rock forms when heat/pressure change existing rocks underground without melting.
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Students join USGS investigating coastal shoreline retreating inland over decadesβresidents fear losing land. Dataset shows shoreline position 1980-2020 with consistent inland movement. Tasks include developing models explaining Earth material cycling (wave erosion, sediment transport, deposition elsewhere) and energy flow (wave energy, gravitational energy)βmirroring state assessment formats testing rock cycle and material cycling concepts.
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Every cake at the Cake County contest is destroyed by an earthquakeβexcept Leonardo's, which he claims proves there was no earthquake at all. Students follow Mosa as she investigates earthquake damage patterns across the county and consults a volcanologist 100 miles away. By the end, they discover that earthquakes and volcanoes share a common cause: the gradual buildup of pressure between slowly moving tectonic plates that suddenly releases energy.
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Four hands-on stations with graham crackers as tectonic plates and Cool Whip (dyed red) as magma. Students model convergent boundaries (plates crash together, mountains form), divergent boundaries (plates pull apart, magma rises), transform boundaries (plates slide past, earthquakes happen), and subduction zones (one plate dives under another, volcanoes erupt). Mini marshmallow "houses" ride on top so students can see what happens to structures during each interaction. Data collection reveals which boundary types create earthquakes, volcanoes, or both.
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Design protection for a village threatened by either earthquakes or volcanic eruptions. Students research mitigation strategies (earthquake-resistant building designs, lava diversion channels, early warning systems, evacuation routes), choose one natural hazard, engineer a solution, and build prototypes using paper, tape, and various construction materials. Presentations explain how their designs reduce damage and save livesβapplying geological knowledge to real-world hazard preparedness.
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Why do earthquakes and volcanoes cluster in specific zones? This book explains plate boundaries where Earth's crust pieces meet and grind. At divergent boundaries, plates separate creating mid-ocean ridges. At convergent boundaries, plates collide forming mountains and deep trenches. At transform boundaries, plates slide past each other causing earthquakes like California's San Andreas Fault.
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Students analyze the 2011 TΕhoku Japan earthquake and tsunami using seismic data, fault diagrams, and impact statistics. Tasks include interpreting seismograph readings, calculating epicenter locations using triangulation, explaining how underwater earthquakes generate tsunamis, and constructing arguments about earthquake preparedness strategiesβmirroring state assessment formats testing earthquake and plate tectonic concepts.
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Lystrosaurus bones found on three separate continentsβAfrica, India, and Antarctica! The Triassic Park guide calls it impossibleβhow can one creature's fossils be distributed so widely? Students follow Mosa as she time-travels beneath oceans and across Earth's surface, discovering Earth's structure: inner core, outer core, mantle, and crust. The crust is broken into tectonic plates floating on the mantle's hot, slowly moving magma (convection currents). Millions of years ago, these continents were connected in the supercontinent Pangaea. As plates drifted apart, Lystrosaurus fossils separatedβcontinental drift explains the distribution!
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Whale fossils discovered in Chile's Atacama Desert at Cerro Ballena (Whale Hill)βbut there's no ocean nearby! How did whale bones end up in a desert? Students watch footage of the mysterious discovery, explore Earth's four layers (inner core, outer core, mantle, crust), and learn that the crust is divided into plates that move. Millions of years ago, this desert area was underwater seafloor where whales died and fossilized. As tectonic plates shifted, this seafloor was pushed upward, creating mountains and desert where ocean once existed. Plate movement explains the whale graveyard.
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Act as an archaeological team reconstructing Pangaea! Students analyze fossil evidence (Lystrosaurus in Africa/India/Antarctica, Mesosaurus in Africa/South America, Glossopteris fern across southern continents, Cynognathus in South Africa/South America) and continental shapes. They cut out continent pieces, use logic and evidence to position landforms as they appeared 200 million years ago, construct a Pangaea "before" map by tracing continents in their connected supercontinent formation, create an "after" map showing current positions, then photograph or create stop-motion animations showing continental drift over time. Present findings explaining plate tectonics theory based on fossil distribution.
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Design modern equipment answering the question: Are Earth's plates still moving? Students research current plate movement measurement technologies (GPS sensors tracking millimeter shifts? Seismographs detecting earthquakes at plate boundaries? Satellite imaging monitoring continental drift? Laser ranging systems? Ocean floor mapping equipment?), then engineer their own data-gathering devices. They create technical diagrams or 3D prototypes showing how their equipment measures plate motion, calculates movement rates, or detects boundary interactions. Presentations explain how collected data proves plates continue moving todayβtypically 2-10 centimeters per year.
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Earth's map looks like puzzle piecesβwhich continents fit together? This book explains Alfred Wegener's 1910 discovery: continents appear to match like puzzles. He theorized they were once connected in Pangaea ("all Earth"), which broke apart over millions of years. Fossil evidence proves it: Lystrosaurus (land reptile) found in India, Africa, Antarctica; Mesosaurus (freshwater reptile) in Africa and South America; Glossopteris fern across all southern continents. These species couldn't cross oceansβbut if continents were connected, they could easily spread supporting plate tectonics theory.
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Students join RV Discovery investigating ocean basin formation at three locations. Data shows: East African Rift (continental crust, 0-1 million years, rift valleys), Red Sea (transitional crust, 5-25 million years, narrow basin), Mid-Atlantic Ridge (oceanic crust, 0-180 million years, symmetrical crust, hydrothermal vents). Tasks include identifying seafloor spreading evidence, interpreting rock age patterns, explaining new ocean basin formationβmirroring state assessment formats testing plate tectonics evidence analysis.
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6.5: Natural Hazards
ESS3-2; PS4-3; ETS1-1*; ETS1-2*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Every cake at the Cake County contest is destroyed by an earthquakeβexcept Leonardo's, which he claims proves there was no earthquake at all. Students follow Mosa as she investigates earthquake damage patterns across the county and consults a volcanologist 100 miles away. By the end, they discover that earthquakes and volcanoes share a common cause: the gradual buildup of pressure between slowly moving tectonic plates that suddenly releases energy.
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Four hands-on stations with graham crackers as tectonic plates and Cool Whip (dyed red) as magma. Students model convergent boundaries (plates crash together, mountains form), divergent boundaries (plates pull apart, magma rises), transform boundaries (plates slide past, earthquakes happen), and subduction zones (one plate dives under another, volcanoes erupt). Mini marshmallow "houses" ride on top so students can see what happens to structures during each interaction. Data collection reveals which boundary types create earthquakes, volcanoes, or both.
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Design protection for a village threatened by either earthquakes or volcanic eruptions. Students research mitigation strategies (earthquake-resistant building designs, lava diversion channels, early warning systems, evacuation routes), choose one natural hazard, engineer a solution, and build prototypes using paper, tape, and various construction materials. Presentations explain how their designs reduce damage and save livesβapplying geological knowledge to real-world hazard preparedness.
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Why do earthquakes and volcanoes cluster in specific zones? This book explains plate boundaries where Earth's crust pieces meet and grind. At divergent boundaries, plates separate creating mid-ocean ridges. At convergent boundaries, plates collide forming mountains and deep trenches. At transform boundaries, plates slide past each other causing earthquakes like California's San Andreas Fault.
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Students analyze the 2011 TΕhoku Japan earthquake and tsunami using seismic data, fault diagrams, and impact statistics. Tasks include interpreting seismograph readings, calculating epicenter locations using triangulation, explaining how underwater earthquakes generate tsunamis, and constructing arguments about earthquake preparedness strategiesβmirroring state assessment formats testing earthquake and plate tectonic concepts.
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Thad the Thunder's show stumps audiencesβhe predicts thunder's exact timing! After Billy loses all his money betting against Thad, Mosa suspects deception. Thad's assistant Sam shares interesting information. Students follow Mosa learning about waves, discovering Thad's trick: light waves travel faster than sound waves! During lightning storms, light reaches observers almost instantly, while sound arrives seconds later. Thad sees the lightning flash, counts seconds knowing sound's speed, predicts thunder perfectly. It's physics, not magicβdifferent wave types have different speeds!
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An illusionist makes objects appear out of thin air. Candles extinguish themselves with no one nearby. Two examples of waves playing tricks on usβbut how? Students conduct investigations to discover light and sound wave properties. In the sound investigation, they create drums using cups covered with plastic wrap, sprinkle rice on top, and bang nearby with a malletβthe rice jumps! Sound waves cause vibrations that transfer energy through the air. In the light investigation, students test how light interacts with different materials: aluminum foil reflects light (bounces back), clear binder dividers transmit light (passes through), black construction paper absorbs light (takes in energy). Colorful paper both reflects some wavelengths and absorbs othersβexplaining why we see colors in the first place.
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Compare energy transfer in light and sound waves using Slinkys and heavy cotton ropes! Students create waves with different amplitudes (wave height) and frequencies (waves per second), discovering: higher amplitude = more energy (bigger waves carry more energy than small waves), amplitude relates to volume (loud sounds = high amplitude, quiet sounds = low amplitude), amplitude relates to brightness (bright light = high amplitude, dim light = low amplitude). Test wave interactions: waves can be transmitted (pass through clear materials), reflected (bounce off mirrors/foil), or absorbed (disappear into black materials). Investigate digital vs. analog signalsβdigital signals are more reliable for encoding and transmitting information with less distortion.
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Design solutions using wave knowledge to help people with disabilities: (1) Help deaf people detect sound wavesβdesign devices converting sound vibrations into visual signals, tactile feedback, or written text (vibrating bracelets detecting loud noises? flashing lights responding to doorbell sounds? speech-to-text displays?), OR (2) Help blind people detect light wavesβdesign devices converting light into sound, touch, or temperature signals (sensors beeping when light levels change? tactile displays showing light patterns? echolocation assistive devices?). Research existing technologies, engineer innovative solutions, build prototypes using paper/tape/glue/craft materials, present designs explaining how they detect and convert wave energy.
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Waves are everywhereβocean waves, sound waves, light waves! This book defines waves as disturbances traveling through space or matter, carrying energy. Bigger waves equal more energy. Light waves carry energy moving perpendicular to wave motion, can travel through space. Sound waves are mechanical waves requiring medium (solid/liquid/gas) to transport energyβcannot travel through space! Wave properties include wavelength (distance between peaks), frequency (waves per second), amplitude (wave height relating to energyβhigher amplitude equals more energy, louder sound, or brighter light).
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Sound is a wave moving through mediums (air, water, solids) by vibrating particles. Two important properties: amplitude (wave height) and frequency (waves passing per second). Students use PhET sound simulation adjusting frequency discovering pitch effects (high frequency equals high pitch), adjusting amplitude discovering volume effects (high amplitude equals loud)βmirroring state assessment formats.
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In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
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Students observe a phenomenon about the Jeddah Towerβone of the world's tallest towers designed to be over 1,000 meters (3,281 feet) with 59 elevators traveling up to 10 meters per second, costing more than $1.2 billion. They then complete the Tallest Tower Challenge: construct the tallest freestanding tower possible that supports a marshmallow using 20 uncooked spaghetti sticks, masking tape, and string within 20 minutes. Students compare tower designs analyzing height and stability, determine success or failure of solutions, reflect on which Design Thinking process steps they utilized during the challenge, and develop their own Design Thinking Reference Guide with vocabulary cards documenting their reflections for each step.
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Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
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Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
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6.6: Cells & Systems
LS1-1; LS1-2*; LS1-3*; LS1-8*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Eric collapses during a hikeβwhat went wrong inside his body? Students follow Mosa on an animated journey into three different cell types: muscle cells, small intestine cells, and nerve cells. By comparing the cell membrane, mitochondria, and nucleus across these cells, they discover that different cell structures support different functions, and that complex organisms need many types of cells working together to survive.
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A single cell develops into an entire alpine newt, and tiny protists swim in a drop of pond water. Students observe both phenomena, then work with cell and organism matching cards (bacteria, paramecium, human tissue, plant cells) to discover that all living things are made of cellsβeither one cell (unicellular) or many cells (multicellular). By the end, they can explain that cells are the basic unit of structure and function for all life.
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Your team has just returned from a mystery mission with unknown samples. Your job: determine whether they're evidence of life. Students first explore interactive cell diagrams to learn organelle structures and functions, then use compound microscopes to examine known specimensβonion skin (plant cells with cell walls), cheek cells (animal cells), and elodea leaves. Now comes the real test: examine the mystery samples and determine which came from living organisms. The evidence? Whether or not they observe cells.
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Design a never-before-seen cell that performs a specific service. Students brainstorm specialized jobs their cell could do (maybe it cleans pollution, produces light, or stores massive amounts of energy?), then engineer custom organelles with structures that support those functions. They create detailed, colorful poster drawings showing how molecules move in, out, and through their unique cell, then present their designs. It's creative cell biology where structure dictates function.
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Bacteria, turtles, plants, and teachers all have cellsβthe smallest living units carrying out life functions. This book explains cells as building blocks: many cells form complete organisms. Students learn unicellular versus multicellular organisms, discover key organelles (nucleus, mitochondria, cell membrane), and explore how cell structure supports specific functions.
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Students analyze plant cell diagrams showing how vacuoles store water creating turgor pressure keeping plants upright, and what happens during drought when vacuoles can't hold water (wilting). Includes claim evaluation, organelle identification, and data interpretation using U.S. drought mapsβmirroring multi-part, evidence-based state assessment question formats.
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Aaliyah is a circus trapeze artist, and tonight she can't feel her leg right before showtime! Mosa and Billy shrink to microscopic size, entering her body to investigate. They explore the circulatory system (pumping blood and oxygen), respiratory system (bringing in oxygen, removing carbon dioxide), digestive system (breaking down food into nutrients), muscular system (enabling movement), and nervous system (sending signals). The discovery: Aaliyah sat on her leg too long, cutting off blood flow. Without circulation delivering oxygen, nerves stopped signaling properly. One system failure cascades through all connected systemsβthe body functions as one integrated whole.
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While listening to a TED Talk on the importance of kidney donations, one man was so moved that he donated his own kidney to a complete stranger. What resulted was a kidney chainβhis single gift triggered a series of donations that saved multiple lives. But there's still a shortage. Why are organs so critical, and what makes them so hard to replace? Students investigate the levels of organization in the body: cells (the smallest units) β tissues (groups of similar cells) β organs (tissues working together) β organ systems (organs cooperating) β organism (the complete living being). Then comes the cutting edge: bioengineers are using their understanding of cells and tissues to grow replacement organs in labs. Students discover how mastering each level of organization might one day solve the organ shortage for good.
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Four stations revealing body system interactions. Station 1: Rest vs. ExerciseβStudents measure pulse and breathing rates at rest, then after exercise, discovering circulatory and respiratory systems work harder together during activity. Station 2: Patellar ReflexβTest knee-jerk reflexes with reflex hammers, observing how nervous and muscular systems communicate instantly. Station 3: Chicken Wing MotionβDissect chicken wings (with gloves) to see how muscles attach to bones, demonstrating muscular and skeletal system connections. Station 4: Saltine LabβTest crackers with Benedict's solution and iodine, watching chemical digestion break starches into sugars. Students construct visual models linking all systems together.
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Design a solution for a body system malfunction: (1) Blood vessel blocked by plaqueβengineer stents, clot-dissolving drugs, or bypass procedures; (2) Airways obstructed by asthmaβdesign inhalers, breathing treatments, or airway-opening devices; (3) Stroke killing brain nerve cells from oxygen lossβcreate rehabilitation tools, clot removal devices, or preventive monitoring systems; (4) Weakened muscles from muscular dystrophyβdevelop support braces, mobility aids, or therapy equipment. Students research their chosen problem, design medical solutions, and present how their innovations address the malfunction while understanding that fixing one system helps restore overall body function.
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Costa Rica glass frog has transparent belly showing heart and intestines! This book explains levels of organization like building Lego cities: cells (smallest units, different shapes) β tissues (similar cells working together) β organs (tissues forming structures) β organ systems (organs cooperating) β organisms (complete living things). All levels work together maintaining life.
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Students analyze Mia's gym class fatigueβher muscular, circulatory, and respiratory systems aren't functioning together properly. Tasks include identifying which system interactions are failing, explaining how systems should cooperate during exercise, predicting health consequences, and proposing solutions improving system coordinationβmirroring state assessment formats testing body system interaction concepts.
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Otis the bat has echolocation down to a scienceβsend a signal, wait for the bounce, catch the prey. But one tiger moth keeps escaping, no matter what he tries. Mosa Mack travels right to the source: inside Otis's nervous system. Students follow as she traces how signals travel from sensory neurons through the spinal cord to the brain and back to muscles. By the end, they can explain how the nervous system senses, processes, and respondsβand uncover why Bert the moth's secret trick keeps jamming Otis's signal.
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A football player takes a hit to the head and stumbles off the fieldβshould the coach let him back in for the final two minutes? Students investigate real sports concussions, map brain anatomy to understand what each region controls, and discover how a blow to the head can damage neurons and disrupt the nervous system's communication network. Then they diagnose an injured athlete using actual concussion data to decide: should the player return to play or sit out?
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Four hands-on stations turn students into reaction-time scientists. They measure pupil dilation, test blink reflexes, drop rulers to calculate visual and auditory response speeds, then compare their data to Usain Bolt's record-breaking sprint times. By the end, students create visual models mapping exactly how signals race from sensory receptors through neurons to the spinal cord and brainβdiscovering why some responses happen in milliseconds while others take conscious thought.
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What if your nervous system malfunctioned? Students choose one real nervous system disorder (like paralysis, nerve damage, or sensory loss), research how the signal pathway breaks down, then engineer a solutionβeither a device to restore function or a tool to manage symptoms. They sketch technical drawings, build prototypes, and present their designs. It's biomedical engineering meets neuroscience, complete with real-world problem-solving.
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Touch a hot stoveβyour hand jerks back instantly! This book explains the nervous system: brain (control center), spinal cord (information highway), and nerves (message carriers). Neurons transmit electrical signals between body and brain. Sensory neurons detect stimuli, motor neurons trigger responses, interneurons connect them. Reflexes are automatic protective responses bypassing conscious thought.
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Students analyze reaction time experiments measuring stimulus-response delays. Data shows visual stimuli (0.25 sec), auditory (0.17 sec), touch (0.15 sec) response times. Tasks include explaining signal pathways through nervous system, comparing reflex versus conscious responses, calculating average reaction times, and identifying factors affecting neural transmissionβmirroring state assessment formats testing nervous system concepts.
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7.1: Chemical Reactions & Matter
MS-PS1-1; MS-PS1-2; MS-PS1-5; MS-LS1-8
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Customers are returning Chef Crystal's famous crΓ¨me brΓ»lΓ©eβsomething is wrong with the taste! Students follow Mosa Mack as she uses a quantum microscope to zoom into the molecular level, discovering that an unlikely collection of atoms and molecules is to blame. By the end, they understand that while substances may look identical to our eyes, their molecular composition tells a completely different story.
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Drop pure potassium in waterβit explodes with bubbles, purple flame, and fury. Drop pure silicon in waterβnothing happens, it just sinks. Here's the thing: these two elements look almost identical from the outside. So why does one explode while the other just sits there? Students watch both mystery substances react (or not react), then use an Interactive Periodic Table to investigate atomic numbers, electron configurations, and reactivity patterns. By analyzing outer shell electrons, they discover why some elements are highly reactive while others are completely stable.
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Students become atom architects. They color, cut, and assemble models showing electrons orbiting in energy levels around the nucleus. Then they explore bondingβdiscovering that atoms with incomplete outer shells desperately want to bond with other atoms to become stable. Finally, they build molecular models (HβO, Hβ, HβOβ) using their atom cutouts, presenting findings on why atoms bond and how molecules form. It's kinesthetic chemistry that makes the invisible visible.
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Does matter appear or disappear during chemical reactions? Students conduct three investigations: (1) observe a lava lamp experiment with Alka-Seltzer, oil, and water; (2) measure mass before and after a balloon-bottle chemical reaction; (3) use color-coded Lego bricks to model chemical equations (carbon + oxygen β carbon dioxide). By weighing, counting, and modeling, they prove the law of conservation of massβatoms rearrange during reactions, but never disappear.
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Create an element character profileβcomplete with personality! Students research an element from the periodic table, learning its atomic number, mass, properties, reactivity, and real-world uses. Then they personify their element: Is Helium bubbly and social because it's so light? Is Iron strong and dependable? They design character cards with drawings and present their element's "personality" based on scientific properties. It's periodic table meets creative storytelling.
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Choose from two options! 1. Students select an element from the Periodic Table, research its chemical and physical properties, and design a character from their element research OR 2. Students select an element or compound, research its chemical and physical properties, and design a new product or futuristic material. (150 minutes).
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Everything is matter made of tiny atomsβnucleus with protons and neutrons surrounded by electrons. This book explains atomic structure, how atoms bond forming molecules when outer shells are incomplete, and why different atom arrangements create different substances. From individual atoms to complex molecules, the invisible building blocks of everything become clear.
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Students analyze water molecule diagrams (HβO) showing hydrogen and oxygen sharing electrons through covalent bonding, then explain electrolysis breaking water into hydrogen and oxygen gas. Includes molecular composition questions, bonding explanations, and electron shell questionsβmirroring state assessment formats testing atomic and molecular structure concepts.
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Amir cooked a huge breakfast before Mom gets homeβcan he reverse everything back to its original state? Students follow Mosa as she dives into different foods at the molecular level, examining what happens during cooking processes. The verdict: melted ice can refreeze (physical changeβbonds stay intact), but cooked eggs can't un-cook (chemical changeβbonds break, new substances form). Amir learns the hard way that some changes are reversible, others are permanent.
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Fifty years after the Titanic sank, artifacts began to be recoveredβand something strange emerged. Some items looked nearly identical to their original condition, while others were barely recognizable. Same shipwreck, same ocean floor, same amount of time. So why did some artifacts survive while others were destroyed? Students watch footage of recovered items, then conduct hands-on investigations to discover the difference between physical changes (shape, state, appearance shifting but the substance stays the same) and chemical changes (new substances formed, irreversible transformations). By the end, they can explain why a ceramic plate might look pristine while a metal railing rusted away.
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Six lab stations investigating substance interactions. Students test: (1) Alka-Seltzer dissolving in water (bubbling, gas producedβchemical), (2) ice melting (state changeβphysical), (3) iodine reacting with potato starch (color changeβchemical), (4) paper tearing vs. burning (physical vs. chemical), (5) liver breaking down hydrogen peroxide with catalase enzyme (bubblingβchemical), and (6) additional reactions. They record observations, identify evidence of chemical vs. physical changes, then create poster presentations communicating their findings.
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Research a synthetic material (plastics? polyester? nylon? synthetic rubber?), discover the natural resources it's created from, investigate how it's manufactured, identify pollution it generates, then engineer a solution to reduce environmental damage. Students create infographics or presentations for a Town Hall meeting explaining the problem and proposing solutionsβmaybe biodegradable alternatives, recycling programs, or cleaner production methods. Chemical engineering meets environmental responsibility.
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In The Engineer Extension, students will apply their knowledge of chemical reactions that release or absorb thermal energy to design handwarmers or ice packs for the local hiking club. (100 mins)
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Why is the Statue of Liberty green instead of copper-colored? This book uses Lady Liberty's transformation explaining physical properties versus chemical properties. Physical changes preserve substance identity (reversible), while chemical changes create new substances (irreversible). During chemical changes, atoms rearrange bonding in new ways, but matter is never created or destroyed.
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Students analyze candy cane-making at Logan's Candies, examining production steps: heating sugar (physicalβstate change), adding flavoring (chemicalβnew substances), stretching (physicalβappearance), cooling (physicalβstate change). Data tables show properties before and after. Tasks include identifying physical vs. chemical changes based on evidenceβmirroring state assessment formats.
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Otis the bat has echolocation down to a scienceβsend a signal, wait for the bounce, catch the prey. But one tiger moth keeps escaping, no matter what he tries. Mosa Mack travels right to the source: inside Otis's nervous system. Students follow as she traces how signals travel from sensory neurons through the spinal cord to the brain and back to muscles. By the end, they can explain how the nervous system senses, processes, and respondsβand uncover why Bert the moth's secret trick keeps jamming Otis's signal.
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A football player takes a hit to the head and stumbles off the fieldβshould the coach let him back in for the final two minutes? Students investigate real sports concussions, map brain anatomy to understand what each region controls, and discover how a blow to the head can damage neurons and disrupt the nervous system's communication network. Then they diagnose an injured athlete using actual concussion data to decide: should the player return to play or sit out?
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Four hands-on stations turn students into reaction-time scientists. They measure pupil dilation, test blink reflexes, drop rulers to calculate visual and auditory response speeds, then compare their data to Usain Bolt's record-breaking sprint times. By the end, students create visual models mapping exactly how signals race from sensory receptors through neurons to the spinal cord and brainβdiscovering why some responses happen in milliseconds while others take conscious thought.
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What if your nervous system malfunctioned? Students choose one real nervous system disorder (like paralysis, nerve damage, or sensory loss), research how the signal pathway breaks down, then engineer a solutionβeither a device to restore function or a tool to manage symptoms. They sketch technical drawings, build prototypes, and present their designs. It's biomedical engineering meets neuroscience, complete with real-world problem-solving.
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Touch a hot stoveβyour hand jerks back instantly! This book explains the nervous system: brain (control center), spinal cord (information highway), and nerves (message carriers). Neurons transmit electrical signals between body and brain. Sensory neurons detect stimuli, motor neurons trigger responses, interneurons connect them. Reflexes are automatic protective responses bypassing conscious thought.
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Students analyze reaction time experiments measuring stimulus-response delays. Data shows visual stimuli (0.25 sec), auditory (0.17 sec), touch (0.15 sec) response times. Tasks include explaining signal pathways through nervous system, comparing reflex versus conscious responses, calculating average reaction times, and identifying factors affecting neural transmissionβmirroring state assessment formats testing nervous system concepts.
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Browse our library to add more lessons to this section
7.2: Chemical Reactions & Energy
MS-PS1-6; MS-ETS1-2; MS-ETS1-3; MS-ETS1-4
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Amir cooked a huge breakfast before Mom gets homeβcan he reverse everything back to its original state? Students follow Mosa as she dives into different foods at the molecular level, examining what happens during cooking processes. The verdict: melted ice can refreeze (physical changeβbonds stay intact), but cooked eggs can't un-cook (chemical changeβbonds break, new substances form). Amir learns the hard way that some changes are reversible, others are permanent.
π¬
πͺβ
Fifty years after the Titanic sank, artifacts began to be recoveredβand something strange emerged. Some items looked nearly identical to their original condition, while others were barely recognizable. Same shipwreck, same ocean floor, same amount of time. So why did some artifacts survive while others were destroyed? Students watch footage of recovered items, then conduct hands-on investigations to discover the difference between physical changes (shape, state, appearance shifting but the substance stays the same) and chemical changes (new substances formed, irreversible transformations). By the end, they can explain why a ceramic plate might look pristine while a metal railing rusted away.
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Six lab stations investigating substance interactions. Students test: (1) Alka-Seltzer dissolving in water (bubbling, gas producedβchemical), (2) ice melting (state changeβphysical), (3) iodine reacting with potato starch (color changeβchemical), (4) paper tearing vs. burning (physical vs. chemical), (5) liver breaking down hydrogen peroxide with catalase enzyme (bubblingβchemical), and (6) additional reactions. They record observations, identify evidence of chemical vs. physical changes, then create poster presentations communicating their findings.
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Research a synthetic material (plastics? polyester? nylon? synthetic rubber?), discover the natural resources it's created from, investigate how it's manufactured, identify pollution it generates, then engineer a solution to reduce environmental damage. Students create infographics or presentations for a Town Hall meeting explaining the problem and proposing solutionsβmaybe biodegradable alternatives, recycling programs, or cleaner production methods. Chemical engineering meets environmental responsibility.
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In The Engineer Extension, students will apply their knowledge of chemical reactions that release or absorb thermal energy to design handwarmers or ice packs for the local hiking club. (100 mins)
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Why is the Statue of Liberty green instead of copper-colored? This book uses Lady Liberty's transformation explaining physical properties versus chemical properties. Physical changes preserve substance identity (reversible), while chemical changes create new substances (irreversible). During chemical changes, atoms rearrange bonding in new ways, but matter is never created or destroyed.
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Students analyze candy cane-making at Logan's Candies, examining production steps: heating sugar (physicalβstate change), adding flavoring (chemicalβnew substances), stretching (physicalβappearance), cooling (physicalβstate change). Data tables show properties before and after. Tasks include identifying physical vs. chemical changes based on evidenceβmirroring state assessment formats.
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In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
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Students observe a phenomenon about the Jeddah Towerβone of the world's tallest towers designed to be over 1,000 meters (3,281 feet) with 59 elevators traveling up to 10 meters per second, costing more than $1.2 billion. They then complete the Tallest Tower Challenge: construct the tallest freestanding tower possible that supports a marshmallow using 20 uncooked spaghetti sticks, masking tape, and string within 20 minutes. Students compare tower designs analyzing height and stability, determine success or failure of solutions, reflect on which Design Thinking process steps they utilized during the challenge, and develop their own Design Thinking Reference Guide with vocabulary cards documenting their reflections for each step.
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Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
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Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
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7.3: Metabolic Reactions
MS-LS1-3; MS-LS1-5; MS-LS1-7; MS-PS1-1; MS-PS1-2
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Aaliyah is a circus trapeze artist, and tonight she can't feel her leg right before showtime! Mosa and Billy shrink to microscopic size, entering her body to investigate. They explore the circulatory system (pumping blood and oxygen), respiratory system (bringing in oxygen, removing carbon dioxide), digestive system (breaking down food into nutrients), muscular system (enabling movement), and nervous system (sending signals). The discovery: Aaliyah sat on her leg too long, cutting off blood flow. Without circulation delivering oxygen, nerves stopped signaling properly. One system failure cascades through all connected systemsβthe body functions as one integrated whole.
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While listening to a TED Talk on the importance of kidney donations, one man was so moved that he donated his own kidney to a complete stranger. What resulted was a kidney chainβhis single gift triggered a series of donations that saved multiple lives. But there's still a shortage. Why are organs so critical, and what makes them so hard to replace? Students investigate the levels of organization in the body: cells (the smallest units) β tissues (groups of similar cells) β organs (tissues working together) β organ systems (organs cooperating) β organism (the complete living being). Then comes the cutting edge: bioengineers are using their understanding of cells and tissues to grow replacement organs in labs. Students discover how mastering each level of organization might one day solve the organ shortage for good.
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Four stations revealing body system interactions. Station 1: Rest vs. ExerciseβStudents measure pulse and breathing rates at rest, then after exercise, discovering circulatory and respiratory systems work harder together during activity. Station 2: Patellar ReflexβTest knee-jerk reflexes with reflex hammers, observing how nervous and muscular systems communicate instantly. Station 3: Chicken Wing MotionβDissect chicken wings (with gloves) to see how muscles attach to bones, demonstrating muscular and skeletal system connections. Station 4: Saltine LabβTest crackers with Benedict's solution and iodine, watching chemical digestion break starches into sugars. Students construct visual models linking all systems together.
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Design a solution for a body system malfunction: (1) Blood vessel blocked by plaqueβengineer stents, clot-dissolving drugs, or bypass procedures; (2) Airways obstructed by asthmaβdesign inhalers, breathing treatments, or airway-opening devices; (3) Stroke killing brain nerve cells from oxygen lossβcreate rehabilitation tools, clot removal devices, or preventive monitoring systems; (4) Weakened muscles from muscular dystrophyβdevelop support braces, mobility aids, or therapy equipment. Students research their chosen problem, design medical solutions, and present how their innovations address the malfunction while understanding that fixing one system helps restore overall body function.
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Costa Rica glass frog has transparent belly showing heart and intestines! This book explains levels of organization like building Lego cities: cells (smallest units, different shapes) β tissues (similar cells working together) β organs (tissues forming structures) β organ systems (organs cooperating) β organisms (complete living things). All levels work together maintaining life.
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Students analyze Mia's gym class fatigueβher muscular, circulatory, and respiratory systems aren't functioning together properly. Tasks include identifying which system interactions are failing, explaining how systems should cooperate during exercise, predicting health consequences, and proposing solutions improving system coordinationβmirroring state assessment formats testing body system interaction concepts.
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Identical twins Jasper and Mo reunite on TVβsame genes, same birthday, same laughβbut they look and act differently! Jasper insists it's environment; Mo claims it's all genetics. After their on-air brawl, Mosa investigates. Students examine evidence: both have genetic potential for height, but nutrition and sleep affect actual growth; genes provide melanin capacity, but sun exposure determines skin tone; DNA sets possibilities, but experiences shape outcomes. The verdict: neither twin is completely right. Human traits result from genetics AND environment working together, not one or the other.
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Sea turtles are keystone species in the oceanβso when scientists discovered that 90% of certain populations were being born female, alarm bells went off. What's causing this dramatic imbalance? Is it genetics or something in the environment? Students explore the sea turtle life cycle using card models, graph how nest conditions affect sex ratios, and model how increased greenhouse gases are changing nesting beaches. By the end, they uncover a surprising example of genetics-environment interactionβand discover why this skewed ratio could threaten species survival.
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The greatest scientific debate: nature vs. nurture! Students receive research cards presenting real studies on genetics and environment (height, intelligence, obesity, alcoholism, brain development under stress). Working in teams, they build cases arguing whether genetics or environment has more impact on organism growth. They analyze twin studies, adoption research, plant experiments, and animal studies, prepare presentations defending their position, then engage in classroom debates. The conclusion after all evidence: it's not either/orβboth genetic and environmental factors work together influencing every aspect of organism development.
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Many regions worldwide lack nutritional resources needed for children to grow to their full genetic potential. Students research specific areas suffering malnutrition (identifying vitamin/nutrient deficiencies), analyze how environmental limitations prevent genetic potential from being reached (stunted growth, weakened immune systems, cognitive impacts), then design solutions to improve environments: fortified food programs, sustainable agriculture projects, clean water systems, vitamin supplementation programs, or educational initiatives. They create posters and written reports presenting solutions to UNICEF, explaining how their designs help children reach the growth their genetics promise.
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Identical twins Ariana and Lyla have same DNA but Ariana grew 3 inches and runs cross-country with darker skin while Lyla didn't grow, paints indoors staying pale. This book explains genetics sets possibilities, environment determines outcomes. Snowshoe hares: genetics provides color-change ability, environment determines timing (climate change causes mismatches affecting survival).
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Students analyze Central Africa malaria/sickle cell geneticsβone allele protects against malaria, two alleles cause disease. Data shows regions with high malaria having higher sickle cell allele frequencies. Tasks include interpreting genetic inheritance patterns, analyzing natural selection in specific environments, and constructing evolutionary advantage argumentsβmirroring state assessment formats testing genetics and environment interactions.
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Fern the fern dreams of growing tall like the forest's tallest tree, but something's terribly wrongβshe's not growing at all, can't repair her leaves, and feels awful. Students follow Mosa as she consults with a wise canopy layer tree and a singing chloroplast to solve Fern's mystery. The diagnosis: Fern lives at the dark forest floor, receiving insufficient sunlight for photosynthesis! Without adequate light energy, she can't convert carbon dioxide and water into glucose (food) and oxygen. Fern needs more light exposure to fuel the photosynthesis process that powers growth and repair.
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A news story breaks: a famous chef allegedly tried to kill his neighbor's tree using herbicide! Students investigate the crime by learning how trees make energy through photosynthesis and what happens when this process stops. Color-changing celery demonstration shows how water (with food coloring) travels through plant vascular systemsβthe same pathways herbicides use to poison plants. Students diagram photosynthesis in trees, identifying inputs (light energy, carbon dioxide from air, water from soil) and outputs (glucose for growth, oxygen released to atmosphere), explaining how blocking photosynthesis kills the tree.
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Gather evidence proving photosynthesis occurs in spinach leaves. Students design and conduct investigations testing for photosynthesis products. They might: use heat lamps providing light energy, measure oxygen production, test for glucose/starch presence in leaves, compare leaves exposed to light vs. darkness, or use indicators showing carbon dioxide consumption. Through careful data collection and analysis, they construct evidence-based arguments demonstrating that spinach leaves exposed to light perform photosynthesisβconverting COβ and HβO into glucose and oxygen using light energy captured by chloroplasts.
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The local pet store ran out of oxygen pumpsβaquarium fish are in danger! Engineer a solution using photosynthesis. Students design investigations testing optimal light conditions for Elodea (aquatic plants) to maintain oxygen-rich water. They experiment with: different light intensities, various distances from light sources, colored filters, and duration of light exposure. Using Phenol Red or Bromothymol Blue indicators to detect COβ changes (showing photosynthesis occurring), baking soda solution providing carbon source, test tubes, beakers, and rulers, they collect data determining ideal lighting conditions maximizing Elodea's oxygen productionβsaving fish through plant biology.
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Earth equals Green Planet! This book explains photosynthesis as the process converting sunlight into food. Producers provide energy for ecosystems: spinach plant β rabbit β fox β hunter. Photosynthesis occurs when leaves absorb sunlight converting COβ (atmosphere) plus HβO (soil) into glucose (plant energy) plus oxygen (released for breathing), supporting all life.
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Space exploration requires understanding plant photosynthesis for Moon/Mars missions. Students identify inputs (COβ, HβO, light energy) versus outputs (glucose, oxygen), explain chloroplast functions, analyze data showing light intensity effects on oxygen production rates, and construct arguments about photosynthesis necessity for sustained space habitationβmirroring state assessment formats testing photosynthesis concepts.
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Customers are returning Chef Crystal's famous crΓ¨me brΓ»lΓ©eβsomething is wrong with the taste! Students follow Mosa Mack as she uses a quantum microscope to zoom into the molecular level, discovering that an unlikely collection of atoms and molecules is to blame. By the end, they understand that while substances may look identical to our eyes, their molecular composition tells a completely different story.
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Drop pure potassium in waterβit explodes with bubbles, purple flame, and fury. Drop pure silicon in waterβnothing happens, it just sinks. Here's the thing: these two elements look almost identical from the outside. So why does one explode while the other just sits there? Students watch both mystery substances react (or not react), then use an Interactive Periodic Table to investigate atomic numbers, electron configurations, and reactivity patterns. By analyzing outer shell electrons, they discover why some elements are highly reactive while others are completely stable.
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Students become atom architects. They color, cut, and assemble models showing electrons orbiting in energy levels around the nucleus. Then they explore bondingβdiscovering that atoms with incomplete outer shells desperately want to bond with other atoms to become stable. Finally, they build molecular models (HβO, Hβ, HβOβ) using their atom cutouts, presenting findings on why atoms bond and how molecules form. It's kinesthetic chemistry that makes the invisible visible.
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Does matter appear or disappear during chemical reactions? Students conduct three investigations: (1) observe a lava lamp experiment with Alka-Seltzer, oil, and water; (2) measure mass before and after a balloon-bottle chemical reaction; (3) use color-coded Lego bricks to model chemical equations (carbon + oxygen β carbon dioxide). By weighing, counting, and modeling, they prove the law of conservation of massβatoms rearrange during reactions, but never disappear.
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Create an element character profileβcomplete with personality! Students research an element from the periodic table, learning its atomic number, mass, properties, reactivity, and real-world uses. Then they personify their element: Is Helium bubbly and social because it's so light? Is Iron strong and dependable? They design character cards with drawings and present their element's "personality" based on scientific properties. It's periodic table meets creative storytelling.
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Choose from two options! 1. Students select an element from the Periodic Table, research its chemical and physical properties, and design a character from their element research OR 2. Students select an element or compound, research its chemical and physical properties, and design a new product or futuristic material. (150 minutes).
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Everything is matter made of tiny atomsβnucleus with protons and neutrons surrounded by electrons. This book explains atomic structure, how atoms bond forming molecules when outer shells are incomplete, and why different atom arrangements create different substances. From individual atoms to complex molecules, the invisible building blocks of everything become clear.
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Students analyze water molecule diagrams (HβO) showing hydrogen and oxygen sharing electrons through covalent bonding, then explain electrolysis breaking water into hydrogen and oxygen gas. Includes molecular composition questions, bonding explanations, and electron shell questionsβmirroring state assessment formats testing atomic and molecular structure concepts.
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Amir cooked a huge breakfast before Mom gets homeβcan he reverse everything back to its original state? Students follow Mosa as she dives into different foods at the molecular level, examining what happens during cooking processes. The verdict: melted ice can refreeze (physical changeβbonds stay intact), but cooked eggs can't un-cook (chemical changeβbonds break, new substances form). Amir learns the hard way that some changes are reversible, others are permanent.
π¬
πͺβ
Fifty years after the Titanic sank, artifacts began to be recoveredβand something strange emerged. Some items looked nearly identical to their original condition, while others were barely recognizable. Same shipwreck, same ocean floor, same amount of time. So why did some artifacts survive while others were destroyed? Students watch footage of recovered items, then conduct hands-on investigations to discover the difference between physical changes (shape, state, appearance shifting but the substance stays the same) and chemical changes (new substances formed, irreversible transformations). By the end, they can explain why a ceramic plate might look pristine while a metal railing rusted away.
π¬
πͺβ
Six lab stations investigating substance interactions. Students test: (1) Alka-Seltzer dissolving in water (bubbling, gas producedβchemical), (2) ice melting (state changeβphysical), (3) iodine reacting with potato starch (color changeβchemical), (4) paper tearing vs. burning (physical vs. chemical), (5) liver breaking down hydrogen peroxide with catalase enzyme (bubblingβchemical), and (6) additional reactions. They record observations, identify evidence of chemical vs. physical changes, then create poster presentations communicating their findings.
π¬
πͺβ
Research a synthetic material (plastics? polyester? nylon? synthetic rubber?), discover the natural resources it's created from, investigate how it's manufactured, identify pollution it generates, then engineer a solution to reduce environmental damage. Students create infographics or presentations for a Town Hall meeting explaining the problem and proposing solutionsβmaybe biodegradable alternatives, recycling programs, or cleaner production methods. Chemical engineering meets environmental responsibility.
π¬
πͺβ
In The Engineer Extension, students will apply their knowledge of chemical reactions that release or absorb thermal energy to design handwarmers or ice packs for the local hiking club. (100 mins)
π¬
πͺβ
Why is the Statue of Liberty green instead of copper-colored? This book uses Lady Liberty's transformation explaining physical properties versus chemical properties. Physical changes preserve substance identity (reversible), while chemical changes create new substances (irreversible). During chemical changes, atoms rearrange bonding in new ways, but matter is never created or destroyed.
π¬
πͺβ
Students analyze candy cane-making at Logan's Candies, examining production steps: heating sugar (physicalβstate change), adding flavoring (chemicalβnew substances), stretching (physicalβappearance), cooling (physicalβstate change). Data tables show properties before and after. Tasks include identifying physical vs. chemical changes based on evidenceβmirroring state assessment formats.
Add Lessons
Browse our library to add more lessons to this section
7.4: Matter Cycling & Photosynthesis
MS-PS1-3; MS-LS1-2; MS-LS1-6; MS-LS2-3
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Amir cooked a huge breakfast before Mom gets homeβcan he reverse everything back to its original state? Students follow Mosa as she dives into different foods at the molecular level, examining what happens during cooking processes. The verdict: melted ice can refreeze (physical changeβbonds stay intact), but cooked eggs can't un-cook (chemical changeβbonds break, new substances form). Amir learns the hard way that some changes are reversible, others are permanent.
π¬
πͺβ
Fifty years after the Titanic sank, artifacts began to be recoveredβand something strange emerged. Some items looked nearly identical to their original condition, while others were barely recognizable. Same shipwreck, same ocean floor, same amount of time. So why did some artifacts survive while others were destroyed? Students watch footage of recovered items, then conduct hands-on investigations to discover the difference between physical changes (shape, state, appearance shifting but the substance stays the same) and chemical changes (new substances formed, irreversible transformations). By the end, they can explain why a ceramic plate might look pristine while a metal railing rusted away.
π¬
πͺβ
Six lab stations investigating substance interactions. Students test: (1) Alka-Seltzer dissolving in water (bubbling, gas producedβchemical), (2) ice melting (state changeβphysical), (3) iodine reacting with potato starch (color changeβchemical), (4) paper tearing vs. burning (physical vs. chemical), (5) liver breaking down hydrogen peroxide with catalase enzyme (bubblingβchemical), and (6) additional reactions. They record observations, identify evidence of chemical vs. physical changes, then create poster presentations communicating their findings.
π¬
πͺβ
Research a synthetic material (plastics? polyester? nylon? synthetic rubber?), discover the natural resources it's created from, investigate how it's manufactured, identify pollution it generates, then engineer a solution to reduce environmental damage. Students create infographics or presentations for a Town Hall meeting explaining the problem and proposing solutionsβmaybe biodegradable alternatives, recycling programs, or cleaner production methods. Chemical engineering meets environmental responsibility.
π¬
πͺβ
In The Engineer Extension, students will apply their knowledge of chemical reactions that release or absorb thermal energy to design handwarmers or ice packs for the local hiking club. (100 mins)
π¬
πͺβ
Why is the Statue of Liberty green instead of copper-colored? This book uses Lady Liberty's transformation explaining physical properties versus chemical properties. Physical changes preserve substance identity (reversible), while chemical changes create new substances (irreversible). During chemical changes, atoms rearrange bonding in new ways, but matter is never created or destroyed.
π¬
πͺβ
Students analyze candy cane-making at Logan's Candies, examining production steps: heating sugar (physicalβstate change), adding flavoring (chemicalβnew substances), stretching (physicalβappearance), cooling (physicalβstate change). Data tables show properties before and after. Tasks include identifying physical vs. chemical changes based on evidenceβmirroring state assessment formats.
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Eric collapses during a hikeβwhat went wrong inside his body? Students follow Mosa on an animated journey into three different cell types: muscle cells, small intestine cells, and nerve cells. By comparing the cell membrane, mitochondria, and nucleus across these cells, they discover that different cell structures support different functions, and that complex organisms need many types of cells working together to survive.
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A single cell develops into an entire alpine newt, and tiny protists swim in a drop of pond water. Students observe both phenomena, then work with cell and organism matching cards (bacteria, paramecium, human tissue, plant cells) to discover that all living things are made of cellsβeither one cell (unicellular) or many cells (multicellular). By the end, they can explain that cells are the basic unit of structure and function for all life.
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Your team has just returned from a mystery mission with unknown samples. Your job: determine whether they're evidence of life. Students first explore interactive cell diagrams to learn organelle structures and functions, then use compound microscopes to examine known specimensβonion skin (plant cells with cell walls), cheek cells (animal cells), and elodea leaves. Now comes the real test: examine the mystery samples and determine which came from living organisms. The evidence? Whether or not they observe cells.
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Design a never-before-seen cell that performs a specific service. Students brainstorm specialized jobs their cell could do (maybe it cleans pollution, produces light, or stores massive amounts of energy?), then engineer custom organelles with structures that support those functions. They create detailed, colorful poster drawings showing how molecules move in, out, and through their unique cell, then present their designs. It's creative cell biology where structure dictates function.
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Bacteria, turtles, plants, and teachers all have cellsβthe smallest living units carrying out life functions. This book explains cells as building blocks: many cells form complete organisms. Students learn unicellular versus multicellular organisms, discover key organelles (nucleus, mitochondria, cell membrane), and explore how cell structure supports specific functions.
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Students analyze plant cell diagrams showing how vacuoles store water creating turgor pressure keeping plants upright, and what happens during drought when vacuoles can't hold water (wilting). Includes claim evaluation, organelle identification, and data interpretation using U.S. drought mapsβmirroring multi-part, evidence-based state assessment question formats.
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Fern the fern dreams of growing tall like the forest's tallest tree, but something's terribly wrongβshe's not growing at all, can't repair her leaves, and feels awful. Students follow Mosa as she consults with a wise canopy layer tree and a singing chloroplast to solve Fern's mystery. The diagnosis: Fern lives at the dark forest floor, receiving insufficient sunlight for photosynthesis! Without adequate light energy, she can't convert carbon dioxide and water into glucose (food) and oxygen. Fern needs more light exposure to fuel the photosynthesis process that powers growth and repair.
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A news story breaks: a famous chef allegedly tried to kill his neighbor's tree using herbicide! Students investigate the crime by learning how trees make energy through photosynthesis and what happens when this process stops. Color-changing celery demonstration shows how water (with food coloring) travels through plant vascular systemsβthe same pathways herbicides use to poison plants. Students diagram photosynthesis in trees, identifying inputs (light energy, carbon dioxide from air, water from soil) and outputs (glucose for growth, oxygen released to atmosphere), explaining how blocking photosynthesis kills the tree.
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Gather evidence proving photosynthesis occurs in spinach leaves. Students design and conduct investigations testing for photosynthesis products. They might: use heat lamps providing light energy, measure oxygen production, test for glucose/starch presence in leaves, compare leaves exposed to light vs. darkness, or use indicators showing carbon dioxide consumption. Through careful data collection and analysis, they construct evidence-based arguments demonstrating that spinach leaves exposed to light perform photosynthesisβconverting COβ and HβO into glucose and oxygen using light energy captured by chloroplasts.
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The local pet store ran out of oxygen pumpsβaquarium fish are in danger! Engineer a solution using photosynthesis. Students design investigations testing optimal light conditions for Elodea (aquatic plants) to maintain oxygen-rich water. They experiment with: different light intensities, various distances from light sources, colored filters, and duration of light exposure. Using Phenol Red or Bromothymol Blue indicators to detect COβ changes (showing photosynthesis occurring), baking soda solution providing carbon source, test tubes, beakers, and rulers, they collect data determining ideal lighting conditions maximizing Elodea's oxygen productionβsaving fish through plant biology.
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Earth equals Green Planet! This book explains photosynthesis as the process converting sunlight into food. Producers provide energy for ecosystems: spinach plant β rabbit β fox β hunter. Photosynthesis occurs when leaves absorb sunlight converting COβ (atmosphere) plus HβO (soil) into glucose (plant energy) plus oxygen (released for breathing), supporting all life.
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Space exploration requires understanding plant photosynthesis for Moon/Mars missions. Students identify inputs (COβ, HβO, light energy) versus outputs (glucose, oxygen), explain chloroplast functions, analyze data showing light intensity effects on oxygen production rates, and construct arguments about photosynthesis necessity for sustained space habitationβmirroring state assessment formats testing photosynthesis concepts.
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The Yellowstone wolf controversy eruptsβranchers say wolves kill livestock and scare away tourists, while conservationists argue wolves maintain biodiversity and have far-reaching ecosystem impacts. Students follow Mosa Mack as she investigates both perspectives, weighing pros and cons of different solutions (remove wolves? relocate them? compensate ranchers? create protective zones?). By the end, they discover that complex biodiversity problems can have multiple valid solutionsβeach with tradeoffs that must balance human needs with ecosystem health.
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Millions of monarchs once blanketed trees along their migration route, turning entire forests orange. Now, those same sites are nearly empty. What's wiping them out? Students watch footage documenting the decline, then explore monarch life cycles, migration patterns spanning thousands of miles, and interactions with milkweed plants, predators, and pollinators. By mapping these connections, they discover how one species' decline cascades through the ecosystem, affecting biodiversity and ecosystem services. External factors like habitat loss and pesticides don't just hurt monarchsβthey destabilize entire ecological networks.
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Take a biodiversity nature walk around your schoolyard. Students photograph or sketch every organism they find (plants, insects, birds, fungi), identify species using field guides and online databases, then create poster diagrams showing how organisms connect in food webs. Next comes the "Dice of Destiny"βroll to encounter an environmental stressor (drought? invasive species? pollution? habitat loss?). Students predict ripple effects through their schoolyard ecosystem and create split-posters showing biodiversity before and after the stressor hits. Small changes, big consequences.
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As an environmental guide for Eco Tours Company, students will construct food webs to investigate the cycling of matter and energy in the savanna, ocean, and desert ecosystems. They will use their food webs to analyze major ecosystem disruptions to support or refute the claim that an event occuring in one part of the ecosystem will not impact the region's biodiversity. (90 minutes)
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Choose a threatened ecosystem (coral reefs? rainforests? wetlands? prairies?) and design a solution to preserve its biodiversity and ecological services. Students research specific threats (climate change, deforestation, pollution, overfishing), engineer solutionsβmaybe it's artificial reef structures, wildlife corridors, water filtration systems, or native plant restorationβbuild prototype models, then present and evaluate each other's designs. Real conservation challenges meet engineering design process.
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The Amazon rainforest explodes with lifeβover 3 million species! This book explains biodiversity as Earth's variety of life, exploring biomes, ecosystems, and food webs. If African wildebeests disappeared, lions would starve, grasslands would overgrow, and scavengers would suffer. With species loss accelerating, experts believe we're in Earth's sixth mass extinction.
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Students analyze honeybee population declines impacting ecosystems and agriculture. Dataset A shows crop dependency on pollination (almonds 100%, apples 90%, contributing to 35% global food production). Tasks include interpreting data, constructing arguments about bee population effects, evaluating solutions, and explaining food web ripple effectsβmirroring state assessment formats.
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7.5: Ecosystem Dynamics
MS-LS2-1; MS-LS2-4; MS-LS2-2; MS-LS2-5; MS-ESS3-3; MS-ETS1-1
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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The clownfish comedian was the life of the partyβuntil he vanished on his way to his final booking. His assistant finds only remains on the ocean floor. Students follow Mosa underwater, encountering various coral reef organisms and learning different interaction types: mutualism (clownfish and sea anemones protect each other), competition (multiple species fighting for limited food or space), and predation (hunters eating prey). After examining evidence and abiotic factors (water temperature, pH, pollution), Mosa identifies the Clownfish Killerβrevealing how organism interactions determine survival in ecosystems.
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Beneath the waves off California's coast, kelp forests once thrivedβtowering underwater jungles home to sea otters, starfish, and schools of colorful fish. Then, in less than a decade, 96% vanished. Divers discovered something eerie: the green paradise had turned into a sea of purple. Millions of urchins had invaded, devouring everything. But why? Students watch footage of the devastation, then investigate organism interactions in the ecosystem. Data analysis reveals the causeβkeystone predators like sea otters and sunflower sea stars disappeared, removing the only check on urchin populations. Students construct evidence-based explanations for how reintroducing these predators might restore balance.
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Your summer job at Ecosystem Tours is failingβbusiness is slow, you might lose your job! Your brilliant idea: instead of just pointing out animals, highlight the dramatic interactions between organismsβthe friendships, the competition, the predation! Students analyze videos, images, and reading passages from multiple ecosystems, work through stations with organism interaction cards identifying mutualism pairs (oxpeckers cleaning hippos, bees pollinating flowers), competition scenarios (lions vs. hyenas for prey), and predation relationships (hawks hunting mice). They create presentations showcasing these dramatic ecosystem storiesβcustomers will love the drama!
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Research an invasive species threatening North American ecosystems (zebra mussels? Burmese pythons? kudzu vines? Asian carp? emerald ash borers?) and design solutions to monitor, contain, or remove them before they spread further. Students investigate how invasives disrupt native organism interactions (outcompeting natives for resources, preying on species with no defenses, spreading diseases), then engineer plans or devices: traps, barriers, biological controls, monitoring sensors, removal technologies. They build models and present solutions explaining how their designs prevent invasive species from devastating additional ecosystems.
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Clownfish comedian disappearsβremains found on ocean floor! Purple sea urchins invade Pacific kelp forests. This book explains organism interactions: mutualism (both benefitβclownfish/anemones), competition (fighting for resources), predation (hunters eating prey). Examples include urchins exploding because keystone predators (sea otters, sunflower sea stars) were removed by disease and hunting.
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Students analyze Florida Evergladesβwading birds nest near alligators for raccoon/opossum protection, birds eject extra chicks providing alligator food (mutualism). Tasks include identifying interaction types (mutualism, competition, predation, parasitism), predicting ecosystem changes if species disappear, and constructing arguments about keystone species importanceβmirroring state assessment formats testing organism interaction concepts.
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The Yellowstone wolf controversy eruptsβranchers say wolves kill livestock and scare away tourists, while conservationists argue wolves maintain biodiversity and have far-reaching ecosystem impacts. Students follow Mosa Mack as she investigates both perspectives, weighing pros and cons of different solutions (remove wolves? relocate them? compensate ranchers? create protective zones?). By the end, they discover that complex biodiversity problems can have multiple valid solutionsβeach with tradeoffs that must balance human needs with ecosystem health.
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Millions of monarchs once blanketed trees along their migration route, turning entire forests orange. Now, those same sites are nearly empty. What's wiping them out? Students watch footage documenting the decline, then explore monarch life cycles, migration patterns spanning thousands of miles, and interactions with milkweed plants, predators, and pollinators. By mapping these connections, they discover how one species' decline cascades through the ecosystem, affecting biodiversity and ecosystem services. External factors like habitat loss and pesticides don't just hurt monarchsβthey destabilize entire ecological networks.
π¬
πͺβ
Take a biodiversity nature walk around your schoolyard. Students photograph or sketch every organism they find (plants, insects, birds, fungi), identify species using field guides and online databases, then create poster diagrams showing how organisms connect in food webs. Next comes the "Dice of Destiny"βroll to encounter an environmental stressor (drought? invasive species? pollution? habitat loss?). Students predict ripple effects through their schoolyard ecosystem and create split-posters showing biodiversity before and after the stressor hits. Small changes, big consequences.
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πͺβ
As an environmental guide for Eco Tours Company, students will construct food webs to investigate the cycling of matter and energy in the savanna, ocean, and desert ecosystems. They will use their food webs to analyze major ecosystem disruptions to support or refute the claim that an event occuring in one part of the ecosystem will not impact the region's biodiversity. (90 minutes)
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πͺβ
Choose a threatened ecosystem (coral reefs? rainforests? wetlands? prairies?) and design a solution to preserve its biodiversity and ecological services. Students research specific threats (climate change, deforestation, pollution, overfishing), engineer solutionsβmaybe it's artificial reef structures, wildlife corridors, water filtration systems, or native plant restorationβbuild prototype models, then present and evaluate each other's designs. Real conservation challenges meet engineering design process.
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The Amazon rainforest explodes with lifeβover 3 million species! This book explains biodiversity as Earth's variety of life, exploring biomes, ecosystems, and food webs. If African wildebeests disappeared, lions would starve, grasslands would overgrow, and scavengers would suffer. With species loss accelerating, experts believe we're in Earth's sixth mass extinction.
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πͺβ
Students analyze honeybee population declines impacting ecosystems and agriculture. Dataset A shows crop dependency on pollination (almonds 100%, apples 90%, contributing to 35% global food production). Tasks include interpreting data, constructing arguments about bee population effects, evaluating solutions, and explaining food web ripple effectsβmirroring state assessment formats.
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Sea levels are rising around the worldβbut why? Students follow Mosa as she investigates this global mystery, gathering evidence about greenhouse gases, atmospheric warming, melting ice caps, and thermal expansion. By the end, they understand how increased COβ traps heat in Earth's atmosphere, causing glaciers to melt and oceans to expand, threatening coastal communities worldwide.
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A glacier recedes dramatically in time-lapse footage. A polar bear struggles on shrinking arctic ice. What's causing this? Students analyze graphs on global temperatures, arctic sea ice extent, greenhouse gas emissions, and human population growthβthen connect the data points to build an explanation for the changes they're witnessing. The question shifts from what is happening to why it's happening. Finally, students gather their own photographic evidence to show how various locations have been impacted by climate change through a "Before & After Challenge," constructing arguments about human impact on Earth's climate systems.
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Model the greenhouse effect with two plastic containers, thermometers, and a heat lamp. One container is open to air, the other is sealed (representing trapped greenhouse gases). Students place both under identical lamps, measure temperature changes every few minutes, graph their data, and discover that the sealed container heats up significantly moreβjust like Earth's atmosphere traps heat when greenhouse gas concentrations rise. Real data, clear cause and effect.
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Calculate your carbon footprint, then design a solution to reduce it. Students analyze U.S. greenhouse gas emissions data by source (transportation? electricity? agriculture?), use online calculators to measure their personal carbon footprints, research one major emissions source, then engineer a solutionβmaybe it's solar-powered cars, carbon-capture technology, or sustainable farming methods. They build models and present designs for reducing humanity's impact on climate.
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Students examine three datasets: U.S. energy source changes 1800-2000 showing fossil fuel rise, direct COβ measurements 1958-present showing sharp increases, and global temperature index showing warming trends. Tasks include interpreting trends, identifying correlations between population growth and emissions, constructing cause-effect argumentsβmirroring data-heavy state climate assessments.
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In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
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Students observe a phenomenon about the Jeddah Towerβone of the world's tallest towers designed to be over 1,000 meters (3,281 feet) with 59 elevators traveling up to 10 meters per second, costing more than $1.2 billion. They then complete the Tallest Tower Challenge: construct the tallest freestanding tower possible that supports a marshmallow using 20 uncooked spaghetti sticks, masking tape, and string within 20 minutes. Students compare tower designs analyzing height and stability, determine success or failure of solutions, reflect on which Design Thinking process steps they utilized during the challenge, and develop their own Design Thinking Reference Guide with vocabulary cards documenting their reflections for each step.
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Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
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Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
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7.6: Earthβs Resources & Human Impact
MS-ESS3-1; MS-ESS3-3*; MS-ESS3-4; MS-ESS3-5; MS-ETS1-2*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Jody and classmates arrive home on the last day of school to terrible newsβsummer vacations are canceled! Gas prices have skyrocketed beyond affordability. Students follow Mosa as she travels worldwide investigating the cause. The discovery: fossil fuels (coal, oil, natural gas) formed from ancient plants and animals over millions of years. Humans are consuming these nonrenewable resources faster than Earth can replenish them. As supplies dwindle, prices soar. The solution? Mosa suggests switching to renewable resources (solar, wind, water) that naturally replenish and can power vehicles and homesβpotentially saving summer vacation plans!
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When Leonardo DiCaprio addresses the United Nations, he doesn't hold backβthe climate crisis is urgent, and the world needs to act now. But here's the uncomfortable question: what role do our own daily choices play? Students explore how personal activities contribute to climate change (electricity use, transportation, food production, consumption patterns), investigate different energy resource types (fossil fuels vs. renewables), and complete activities contrasting renewable vs. nonrenewable energy consumption. They calculate personal carbon footprints, analyze energy sources powering their communities, and discover why transitioning from limited nonrenewable resources to sustainable renewable alternatives isn't just importantβit's urgent.
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Create annotated diagrams explaining how uneven distribution of Earth's mineral, energy, and groundwater resources results from past and current geoscience processes. Students research renewable resources (solar energy distribution varies by latitude, wind patterns concentrated in specific regions, hydroelectric power requires water sources) and nonrenewable resources (coal deposits from ancient swamps, oil from marine organism accumulation, natural gas in specific geological formations). Diagrams illustrate: where resources are located globally, why they're distributed unevenly, how they're limited and typically non-renewable, how human removal changes distributions, and short/long-term consequences for people and environments.
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Design a plan to either (1) conserve a natural resource or (2) mitigate uneven distribution of a natural resource. Conservation examples: rainwater harvesting systems, energy-efficient building designs, water recycling programs, reduced consumption campaigns, fossil fuel alternatives. Mitigation examples: renewable energy infrastructure for resource-poor regions, water pipeline networks, battery storage systems for inconsistent solar/wind power, resource sharing agreements between nations. Students research their chosen challenge, develop engineering solutions with diagrams and prototypes, explain environmental and societal benefits, and present plans showing how designs address resource limitations or distribution inequities.
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We use energy for everythingβlights, phones, heating, cars. This book explains natural resources as substances from nature (water, plants, oil, minerals) used for energy. Renewable resources naturally replenish (endless supply: wind, solar, water). Nonrenewable resources don't quickly replenish (limited supply: coal, oil, natural gas). For 2021, 88% of total energy came from nonrenewable resources!
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A Midwestern town historically relied on coal mining but now invests in solar power. Students investigate how uneven resource distribution shapes energy choices. Table shows U.S. Energy Production (2023): Natural gas 38%, Petroleum 34%, Coal 11%, Nuclear 8%, Renewable 8%. Tasks include explaining resource formation, analyzing solar radiation distribution, evaluating environmental impactsβmirroring state assessment formats.
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Sea levels are rising around the worldβbut why? Students follow Mosa as she investigates this global mystery, gathering evidence about greenhouse gases, atmospheric warming, melting ice caps, and thermal expansion. By the end, they understand how increased COβ traps heat in Earth's atmosphere, causing glaciers to melt and oceans to expand, threatening coastal communities worldwide.
π¬
πͺβ
A glacier recedes dramatically in time-lapse footage. A polar bear struggles on shrinking arctic ice. What's causing this? Students analyze graphs on global temperatures, arctic sea ice extent, greenhouse gas emissions, and human population growthβthen connect the data points to build an explanation for the changes they're witnessing. The question shifts from what is happening to why it's happening. Finally, students gather their own photographic evidence to show how various locations have been impacted by climate change through a "Before & After Challenge," constructing arguments about human impact on Earth's climate systems.
π¬
πͺβ
Model the greenhouse effect with two plastic containers, thermometers, and a heat lamp. One container is open to air, the other is sealed (representing trapped greenhouse gases). Students place both under identical lamps, measure temperature changes every few minutes, graph their data, and discover that the sealed container heats up significantly moreβjust like Earth's atmosphere traps heat when greenhouse gas concentrations rise. Real data, clear cause and effect.
π¬
πͺβ
Calculate your carbon footprint, then design a solution to reduce it. Students analyze U.S. greenhouse gas emissions data by source (transportation? electricity? agriculture?), use online calculators to measure their personal carbon footprints, research one major emissions source, then engineer a solutionβmaybe it's solar-powered cars, carbon-capture technology, or sustainable farming methods. They build models and present designs for reducing humanity's impact on climate.
π¬
πͺβ
Students examine three datasets: U.S. energy source changes 1800-2000 showing fossil fuel rise, direct COβ measurements 1958-present showing sharp increases, and global temperature index showing warming trends. Tasks include interpreting trends, identifying correlations between population growth and emissions, constructing cause-effect argumentsβmirroring data-heavy state climate assessments.
π¬
πͺβ
In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
π¬
πͺβ
Students observe a phenomenon about the Jeddah Towerβone of the world's tallest towers designed to be over 1,000 meters (3,281 feet) with 59 elevators traveling up to 10 meters per second, costing more than $1.2 billion. They then complete the Tallest Tower Challenge: construct the tallest freestanding tower possible that supports a marshmallow using 20 uncooked spaghetti sticks, masking tape, and string within 20 minutes. Students compare tower designs analyzing height and stability, determine success or failure of solutions, reflect on which Design Thinking process steps they utilized during the challenge, and develop their own Design Thinking Reference Guide with vocabulary cards documenting their reflections for each step.
π¬
πͺβ
Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
π¬
πͺβ
Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
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8.1: Contact Forces
MS-PS2-1; MS-PS2-2; MS-PS3-1; MS-LS1-8; MS-ETS1-2; MS-ETS1-3
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Newton's Supermarket customers are terrifiedβitems move on their own, objects fall mysteriously, shopping carts roll without being pushed. Is it haunted? Students follow Mosa as she analyzes security camera footage and conducts reenactments, discovering that every "paranormal" event follows Newton's Laws. Objects at rest stay at rest until force acts on them (Newton's First Law). Heavy items need more force to move than light ones (Newton's Second Law). When a cart pushes items, items push back on the cart with equal force (Newton's Third Law). No ghostsβjust physics!
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Security cameras in China capture cars and trucks driving normally, then suddenly being tossed around and appearing to levitate! Students watch the shocking footage, then conduct investigations with mini cars, string, magnets, weights, and wire to model what forces could cause these movements. By testing different variables (pulling with string? magnetic forces? hidden wires? slope changes?), they determine which forces are acting on the vehiclesβdiscovering that even seemingly inexplicable events follow predictable natural laws of force and motion.
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A local magazine claims mysterious forces are occurring in townβterrifying headlines hurt tourism! Students debunk each claim by completing three investigations with marbles, golf balls, tennis balls, ping pong balls, rulers, ramps, and textbooks. They test: (1) How force affects motion (Newton's First Lawβobjects in motion stay in motion unless acted upon), (2) How mass affects acceleration (Newton's Second Lawβheavier objects need more force), (3) Action-reaction pairs (Newton's Third Lawβequal and opposite reactions). They collect photo/video evidence, connect data to Newton's Laws, and present digital presentations validating each law scientifically.
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Research car crash collisions, then apply that knowledge to redesigning shopping carts that protect precious cargoβraw eggs! Students investigate safety mechanisms (crumple zones, airbags, seatbelts), design shopping cart prototypes using cardboard, bottle caps for wheels, popsicle sticks, cushioning materials, then test by sending carts down ramps into crash boards. Success = egg survives! They measure impact forces, analyze which design features work best (suspension systems? padded interiors? shock absorbers?), and create investment pitches convincing Ms. Newton to fund their invention. Newton's Laws meet real-world engineering.
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Newton's Supermarket appears hauntedβitems move mysteriously! This book explains Newton's Laws governing all motion. First Law: objects at rest stay resting, objects moving keep moving unless force acts. Second Law: heavier objects need more force. Third Law: equal and opposite reactions. Examples include tug-of-war, soccer balls, and everyday forces (applied, gravity, friction).
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Students analyze car bumper crash test data showing different speeds and forces: Car A (10 m/s, 25,000 N), Car B (15 m/s, 40,000 N), Car C (energy-absorbing bumper, 28,000 N). Tasks include calculating relationships between speed and force, explaining how crumple zones reduce impact forcesβmirroring state assessment formats testing force and motion concepts.
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Engineers at Kinetic Kars can't figure out why their new roller coaster won't complete its track. Students follow Mosa as she runs experiments to solve the engineering puzzle, discovering how potential energy (stored at height) converts to kinetic energy (motion) and why mass and speed matter. By the end, they can explain the relationship between the two energy types and predict what it takes to keep a coaster moving.
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The band OK Go's music video features a four-minute uninterrupted Rube Goldberg machine with thrilling energy transfers. Students analyze the video, then build their own Rube Goldberg systems using marbles, dominoes, balls, and ramps. By tracking how energy changes from potential to kinetic through each chain reaction, they discover the fundamental relationship between stored energy and motion.
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The Alleycats bowling team needs championship-level advice: what height should they release the ball from, and should they use a heavier ball? Students build marble ramps, systematically test different heights and marble masses, measure how far the marble knocks an index card, and graph their data. The conclusion? Height and mass both affect kinetic energyβbut one matters way more than you'd think.
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Design a roller coaster that maximizes energy transfer and delivers a marble into a cup at the finish line. Students use foam pipe insulation to engineer tracks with at least one loop, one banked curve, and enough initial potential energy to complete the entire run. They test, troubleshoot, adjust heights, and present their final designsβdiscovering firsthand why roller coaster engineers obsess over every inch of track elevation.
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Rollercoasters demonstrate energy transformation! This book explains potential energy as stored energy (height, stretched springs) and kinetic energy as motion energy. At the top of a hill, a rollercoaster has maximum potential energy. Racing downward, potential converts to kinetic. Energy constantly transforms but total amount stays constant (conservation of energy)βpowering thrilling rides!
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Students analyze rollercoaster diagrams showing energy at different points. Data includes: starting height (50m, high PE, zero KE), bottom (0m, zero PE, maximum KE), halfway down (25m, medium PE, medium KE). Tasks include calculating energy at each point, explaining energy transformations, and constructing conservation argumentsβmirroring state assessment formats testing energy concepts.
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Otis the bat has echolocation down to a scienceβsend a signal, wait for the bounce, catch the prey. But one tiger moth keeps escaping, no matter what he tries. Mosa Mack travels right to the source: inside Otis's nervous system. Students follow as she traces how signals travel from sensory neurons through the spinal cord to the brain and back to muscles. By the end, they can explain how the nervous system senses, processes, and respondsβand uncover why Bert the moth's secret trick keeps jamming Otis's signal.
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A football player takes a hit to the head and stumbles off the fieldβshould the coach let him back in for the final two minutes? Students investigate real sports concussions, map brain anatomy to understand what each region controls, and discover how a blow to the head can damage neurons and disrupt the nervous system's communication network. Then they diagnose an injured athlete using actual concussion data to decide: should the player return to play or sit out?
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Four hands-on stations turn students into reaction-time scientists. They measure pupil dilation, test blink reflexes, drop rulers to calculate visual and auditory response speeds, then compare their data to Usain Bolt's record-breaking sprint times. By the end, students create visual models mapping exactly how signals race from sensory receptors through neurons to the spinal cord and brainβdiscovering why some responses happen in milliseconds while others take conscious thought.
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What if your nervous system malfunctioned? Students choose one real nervous system disorder (like paralysis, nerve damage, or sensory loss), research how the signal pathway breaks down, then engineer a solutionβeither a device to restore function or a tool to manage symptoms. They sketch technical drawings, build prototypes, and present their designs. It's biomedical engineering meets neuroscience, complete with real-world problem-solving.
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Touch a hot stoveβyour hand jerks back instantly! This book explains the nervous system: brain (control center), spinal cord (information highway), and nerves (message carriers). Neurons transmit electrical signals between body and brain. Sensory neurons detect stimuli, motor neurons trigger responses, interneurons connect them. Reflexes are automatic protective responses bypassing conscious thought.
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Students analyze reaction time experiments measuring stimulus-response delays. Data shows visual stimuli (0.25 sec), auditory (0.17 sec), touch (0.15 sec) response times. Tasks include explaining signal pathways through nervous system, comparing reflex versus conscious responses, calculating average reaction times, and identifying factors affecting neural transmissionβmirroring state assessment formats testing nervous system concepts.
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In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
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Students observe a phenomenon about the Jeddah Towerβone of the world's tallest towers designed to be over 1,000 meters (3,281 feet) with 59 elevators traveling up to 10 meters per second, costing more than $1.2 billion. They then complete the Tallest Tower Challenge: construct the tallest freestanding tower possible that supports a marshmallow using 20 uncooked spaghetti sticks, masking tape, and string within 20 minutes. Students compare tower designs analyzing height and stability, determine success or failure of solutions, reflect on which Design Thinking process steps they utilized during the challenge, and develop their own Design Thinking Reference Guide with vocabulary cards documenting their reflections for each step.
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Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
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Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
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8.2: Sound Waves
MS-PS4-1; MS-PS4-2
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Thad the Thunder's show stumps audiencesβhe predicts thunder's exact timing! After Billy loses all his money betting against Thad, Mosa suspects deception. Thad's assistant Sam shares interesting information. Students follow Mosa learning about waves, discovering Thad's trick: light waves travel faster than sound waves! During lightning storms, light reaches observers almost instantly, while sound arrives seconds later. Thad sees the lightning flash, counts seconds knowing sound's speed, predicts thunder perfectly. It's physics, not magicβdifferent wave types have different speeds!
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An illusionist makes objects appear out of thin air. Candles extinguish themselves with no one nearby. Two examples of waves playing tricks on usβbut how? Students conduct investigations to discover light and sound wave properties. In the sound investigation, they create drums using cups covered with plastic wrap, sprinkle rice on top, and bang nearby with a malletβthe rice jumps! Sound waves cause vibrations that transfer energy through the air. In the light investigation, students test how light interacts with different materials: aluminum foil reflects light (bounces back), clear binder dividers transmit light (passes through), black construction paper absorbs light (takes in energy). Colorful paper both reflects some wavelengths and absorbs othersβexplaining why we see colors in the first place.
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Compare energy transfer in light and sound waves using Slinkys and heavy cotton ropes! Students create waves with different amplitudes (wave height) and frequencies (waves per second), discovering: higher amplitude = more energy (bigger waves carry more energy than small waves), amplitude relates to volume (loud sounds = high amplitude, quiet sounds = low amplitude), amplitude relates to brightness (bright light = high amplitude, dim light = low amplitude). Test wave interactions: waves can be transmitted (pass through clear materials), reflected (bounce off mirrors/foil), or absorbed (disappear into black materials). Investigate digital vs. analog signalsβdigital signals are more reliable for encoding and transmitting information with less distortion.
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Design solutions using wave knowledge to help people with disabilities: (1) Help deaf people detect sound wavesβdesign devices converting sound vibrations into visual signals, tactile feedback, or written text (vibrating bracelets detecting loud noises? flashing lights responding to doorbell sounds? speech-to-text displays?), OR (2) Help blind people detect light wavesβdesign devices converting light into sound, touch, or temperature signals (sensors beeping when light levels change? tactile displays showing light patterns? echolocation assistive devices?). Research existing technologies, engineer innovative solutions, build prototypes using paper/tape/glue/craft materials, present designs explaining how they detect and convert wave energy.
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Waves are everywhereβocean waves, sound waves, light waves! This book defines waves as disturbances traveling through space or matter, carrying energy. Bigger waves equal more energy. Light waves carry energy moving perpendicular to wave motion, can travel through space. Sound waves are mechanical waves requiring medium (solid/liquid/gas) to transport energyβcannot travel through space! Wave properties include wavelength (distance between peaks), frequency (waves per second), amplitude (wave height relating to energyβhigher amplitude equals more energy, louder sound, or brighter light).
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Sound is a wave moving through mediums (air, water, solids) by vibrating particles. Two important properties: amplitude (wave height) and frequency (waves passing per second). Students use PhET sound simulation adjusting frequency discovering pitch effects (high frequency equals high pitch), adjusting amplitude discovering volume effects (high amplitude equals loud)βmirroring state assessment formats.
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8.3: Forces at a Distance
MS-PS2-3; MS-PS2-5; MS-PS3-2
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Newton's Supermarket customers are terrifiedβitems move on their own, objects fall mysteriously, shopping carts roll without being pushed. Is it haunted? Students follow Mosa as she analyzes security camera footage and conducts reenactments, discovering that every "paranormal" event follows Newton's Laws. Objects at rest stay at rest until force acts on them (Newton's First Law). Heavy items need more force to move than light ones (Newton's Second Law). When a cart pushes items, items push back on the cart with equal force (Newton's Third Law). No ghostsβjust physics!
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Security cameras in China capture cars and trucks driving normally, then suddenly being tossed around and appearing to levitate! Students watch the shocking footage, then conduct investigations with mini cars, string, magnets, weights, and wire to model what forces could cause these movements. By testing different variables (pulling with string? magnetic forces? hidden wires? slope changes?), they determine which forces are acting on the vehiclesβdiscovering that even seemingly inexplicable events follow predictable natural laws of force and motion.
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A local magazine claims mysterious forces are occurring in townβterrifying headlines hurt tourism! Students debunk each claim by completing three investigations with marbles, golf balls, tennis balls, ping pong balls, rulers, ramps, and textbooks. They test: (1) How force affects motion (Newton's First Lawβobjects in motion stay in motion unless acted upon), (2) How mass affects acceleration (Newton's Second Lawβheavier objects need more force), (3) Action-reaction pairs (Newton's Third Lawβequal and opposite reactions). They collect photo/video evidence, connect data to Newton's Laws, and present digital presentations validating each law scientifically.
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Research car crash collisions, then apply that knowledge to redesigning shopping carts that protect precious cargoβraw eggs! Students investigate safety mechanisms (crumple zones, airbags, seatbelts), design shopping cart prototypes using cardboard, bottle caps for wheels, popsicle sticks, cushioning materials, then test by sending carts down ramps into crash boards. Success = egg survives! They measure impact forces, analyze which design features work best (suspension systems? padded interiors? shock absorbers?), and create investment pitches convincing Ms. Newton to fund their invention. Newton's Laws meet real-world engineering.
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Newton's Supermarket appears hauntedβitems move mysteriously! This book explains Newton's Laws governing all motion. First Law: objects at rest stay resting, objects moving keep moving unless force acts. Second Law: heavier objects need more force. Third Law: equal and opposite reactions. Examples include tug-of-war, soccer balls, and everyday forces (applied, gravity, friction).
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Students analyze car bumper crash test data showing different speeds and forces: Car A (10 m/s, 25,000 N), Car B (15 m/s, 40,000 N), Car C (energy-absorbing bumper, 28,000 N). Tasks include calculating relationships between speed and force, explaining how crumple zones reduce impact forcesβmirroring state assessment formats testing force and motion concepts.
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Engineers at Kinetic Kars can't figure out why their new roller coaster won't complete its track. Students follow Mosa as she runs experiments to solve the engineering puzzle, discovering how potential energy (stored at height) converts to kinetic energy (motion) and why mass and speed matter. By the end, they can explain the relationship between the two energy types and predict what it takes to keep a coaster moving.
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The band OK Go's music video features a four-minute uninterrupted Rube Goldberg machine with thrilling energy transfers. Students analyze the video, then build their own Rube Goldberg systems using marbles, dominoes, balls, and ramps. By tracking how energy changes from potential to kinetic through each chain reaction, they discover the fundamental relationship between stored energy and motion.
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The Alleycats bowling team needs championship-level advice: what height should they release the ball from, and should they use a heavier ball? Students build marble ramps, systematically test different heights and marble masses, measure how far the marble knocks an index card, and graph their data. The conclusion? Height and mass both affect kinetic energyβbut one matters way more than you'd think.
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Design a roller coaster that maximizes energy transfer and delivers a marble into a cup at the finish line. Students use foam pipe insulation to engineer tracks with at least one loop, one banked curve, and enough initial potential energy to complete the entire run. They test, troubleshoot, adjust heights, and present their final designsβdiscovering firsthand why roller coaster engineers obsess over every inch of track elevation.
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Rollercoasters demonstrate energy transformation! This book explains potential energy as stored energy (height, stretched springs) and kinetic energy as motion energy. At the top of a hill, a rollercoaster has maximum potential energy. Racing downward, potential converts to kinetic. Energy constantly transforms but total amount stays constant (conservation of energy)βpowering thrilling rides!
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Students analyze rollercoaster diagrams showing energy at different points. Data includes: starting height (50m, high PE, zero KE), bottom (0m, zero PE, maximum KE), halfway down (25m, medium PE, medium KE). Tasks include calculating energy at each point, explaining energy transformations, and constructing conservation argumentsβmirroring state assessment formats testing energy concepts.
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8.4: Earth in Space
MS-ESS-1-1; MS-ESS-1-2; MS-PS2-4; MS-ESS1-3; MS-PS4-2*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Neve's ski instructor crew steps off the plane in New Zealand expecting winter and snow jobsβinstead, bikinis and summer sun! Panic sets in as employment vanishes. Students follow Mosa disproving wrong theories (New Zealand closer to sun? No! Distance barely changes. Different sun? No! Same sun!). The correct answer: Earth's tilt. Earth is tilted 23.5 degrees on its axis. When Northern Hemisphere (Colorado) tilts toward sun, it receives direct sunlight = summer. Simultaneously, Southern Hemisphere (New Zealand) tilts away, receiving angled sunlight = winter. Six months later, positions reverse. Same day, opposite seasonsβEarth's tilt determines angle of sun's rays hitting each hemisphere!
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Starlink satellites orbit Earth without enginesβwhat keeps them up there? Students watch video footage of satellites circling the planet, then use models exploring the relationship between mass, distance, and gravitational force. They discover: (1) Greater mass = stronger gravitational pull (Sun's massive gravity holds planets in orbit), (2) Greater distance = weaker gravitational pull, (3) Orbital speed mattersβsatellites move fast enough horizontally that as gravity pulls them down, Earth's curve drops away beneath them, creating continuous "falling" orbit. Perfect balance between forward motion and gravitational pull keeps satellites orbiting without engines!
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Three investigations about light dispersion and seasons. Investigation 1: Flat Surfaceβshine flashlight at different angles on graph paper, measuring light spread (direct = concentrated/hot, angled = dispersed/cool). Investigation 2: Round Surfaceβrepeat with styrofoam sphere discovering curved surface affects light distribution. Investigation 3: Tilted Earth Orbiting Sunβskewer through tilted styrofoam Earth, orbit around lamp "sun" in darkened room, observe how tilt creates seasons as different hemispheres receive varying light angles. Create travel brochures for Northern and Southern Hemisphere destinations, explaining seasonal differences using Earth's tilt and sun angle knowledge. Research best travel times!
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Students will develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, and eclipses of the sun and the moon. (75 minutes)
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Design a space-themed amusement park with scaled planet sizes and distances plus rides representing each planet's conditions! Part 1: Mystery bag of spheresβmatch spheres to planets using scaled diameters (1 cm : 6,370 km scale: Mercury = marble 0.8 cm, Mars = marble 1 cm, Venus = 1.8 cm sphere, Earth = 2 cm, Sun = 218.5 cm diameter or three yoga balls). Part 2: Map scaled distances on classroom walls. Part 3: Design amusement park with rides matching planetary conditions (Venus roller coaster through sulfuric acid clouds? Mars low-gravity trampolines? Jupiter storm simulators?). Accurate scaling teaches solar system proportions!
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When you look at the night skyβstars, planets, distant galaxiesβwhat holds everything together? Gravityβinvisible force holding the universe! This book explains gravity as powerful attraction between objects with mass. More massive objects have stronger pull (Sun keeps planets orbiting). The Milky Way: our spiral galaxy containing billions of stars held together by gravity. Solar system formed 4.6 billion years ago from nebula (gas/dust cloud) collapsing from gravity, spinning into disk. Center formed Sun, remaining material clumped into planets.
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During Orion Space Institute outreach, a 7-year-old asks: "If Earth is spinning and flying through space, why doesn't it zoom away?" Students investigate gravity's role holding solar system and Milky Way together. Diagram shows Sun-centered solar system with planetary orbits and gravitational pull arrows. Tasks include explaining gravity depends on mass/distance, describing why planets don't fly offβmirroring state assessment formats.
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Newton's Supermarket customers are terrifiedβitems move on their own, objects fall mysteriously, shopping carts roll without being pushed. Is it haunted? Students follow Mosa as she analyzes security camera footage and conducts reenactments, discovering that every "paranormal" event follows Newton's Laws. Objects at rest stay at rest until force acts on them (Newton's First Law). Heavy items need more force to move than light ones (Newton's Second Law). When a cart pushes items, items push back on the cart with equal force (Newton's Third Law). No ghostsβjust physics!
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Security cameras in China capture cars and trucks driving normally, then suddenly being tossed around and appearing to levitate! Students watch the shocking footage, then conduct investigations with mini cars, string, magnets, weights, and wire to model what forces could cause these movements. By testing different variables (pulling with string? magnetic forces? hidden wires? slope changes?), they determine which forces are acting on the vehiclesβdiscovering that even seemingly inexplicable events follow predictable natural laws of force and motion.
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A local magazine claims mysterious forces are occurring in townβterrifying headlines hurt tourism! Students debunk each claim by completing three investigations with marbles, golf balls, tennis balls, ping pong balls, rulers, ramps, and textbooks. They test: (1) How force affects motion (Newton's First Lawβobjects in motion stay in motion unless acted upon), (2) How mass affects acceleration (Newton's Second Lawβheavier objects need more force), (3) Action-reaction pairs (Newton's Third Lawβequal and opposite reactions). They collect photo/video evidence, connect data to Newton's Laws, and present digital presentations validating each law scientifically.
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Research car crash collisions, then apply that knowledge to redesigning shopping carts that protect precious cargoβraw eggs! Students investigate safety mechanisms (crumple zones, airbags, seatbelts), design shopping cart prototypes using cardboard, bottle caps for wheels, popsicle sticks, cushioning materials, then test by sending carts down ramps into crash boards. Success = egg survives! They measure impact forces, analyze which design features work best (suspension systems? padded interiors? shock absorbers?), and create investment pitches convincing Ms. Newton to fund their invention. Newton's Laws meet real-world engineering.
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Newton's Supermarket appears hauntedβitems move mysteriously! This book explains Newton's Laws governing all motion. First Law: objects at rest stay resting, objects moving keep moving unless force acts. Second Law: heavier objects need more force. Third Law: equal and opposite reactions. Examples include tug-of-war, soccer balls, and everyday forces (applied, gravity, friction).
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Students analyze car bumper crash test data showing different speeds and forces: Car A (10 m/s, 25,000 N), Car B (15 m/s, 40,000 N), Car C (energy-absorbing bumper, 28,000 N). Tasks include calculating relationships between speed and force, explaining how crumple zones reduce impact forcesβmirroring state assessment formats testing force and motion concepts.
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Students contextualize Solar System vocabulary in a mind map before helping Mosa Mack come to an aspiring astronautβs 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)
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Design space-themed amusement parks with accurate planetary scaling! Students convert astronomical units to centimeters making vast distances manageable. They research each planet's conditionsβMercury's craters, Venus's sulfuric clouds, Mars's Olympus Mons, Jupiter's Great Red Spot, Saturn's rings. Design themed rides representing surface conditions, create poster blueprints mapping scaled Sun distances, demonstrating how solar system distances are truly enormous.
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Students address a misconception: why does the night sky appear flat with varying star brightness? They choose constellations and build shoebox models demonstrating that star distance from Earth causes apparent brightness differences. Using scaled depths inside boxes with aluminum foil stars on toothpicks, they reveal that constellations aren't flat sheetsβdistance creates the brightness illusion we see.
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Walk into a planetariumβsolar system appears overhead! This book explains mind-boggling scales: if Sun were classroom-door sized, Earth would be a pea down the street! Olympus Mons on Mars equals three Mount Everests stacked! Jupiter's width holds 11 Earths! Patterns: inner planets are small and rocky, outer planets are gigantic and gaseous. Technology like Hubble and Voyager reveal distant worlds.
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A space probe beyond Saturn transmitted data before losing contact. NASA compares sensor readings to known bodies. Sensor Data: 504 km diameter, orbits Saturn (~9.5 AU), ice composition, water vapor geysers. Reference Data includes Mercury, Ganymede, Enceladus, Triton. Answer: Enceladus matches all characteristicsβmirroring state assessments testing scale and data analysis.
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Thad the Thunder's show stumps audiencesβhe predicts thunder's exact timing! After Billy loses all his money betting against Thad, Mosa suspects deception. Thad's assistant Sam shares interesting information. Students follow Mosa learning about waves, discovering Thad's trick: light waves travel faster than sound waves! During lightning storms, light reaches observers almost instantly, while sound arrives seconds later. Thad sees the lightning flash, counts seconds knowing sound's speed, predicts thunder perfectly. It's physics, not magicβdifferent wave types have different speeds!
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An illusionist makes objects appear out of thin air. Candles extinguish themselves with no one nearby. Two examples of waves playing tricks on usβbut how? Students conduct investigations to discover light and sound wave properties. In the sound investigation, they create drums using cups covered with plastic wrap, sprinkle rice on top, and bang nearby with a malletβthe rice jumps! Sound waves cause vibrations that transfer energy through the air. In the light investigation, students test how light interacts with different materials: aluminum foil reflects light (bounces back), clear binder dividers transmit light (passes through), black construction paper absorbs light (takes in energy). Colorful paper both reflects some wavelengths and absorbs othersβexplaining why we see colors in the first place.
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Compare energy transfer in light and sound waves using Slinkys and heavy cotton ropes! Students create waves with different amplitudes (wave height) and frequencies (waves per second), discovering: higher amplitude = more energy (bigger waves carry more energy than small waves), amplitude relates to volume (loud sounds = high amplitude, quiet sounds = low amplitude), amplitude relates to brightness (bright light = high amplitude, dim light = low amplitude). Test wave interactions: waves can be transmitted (pass through clear materials), reflected (bounce off mirrors/foil), or absorbed (disappear into black materials). Investigate digital vs. analog signalsβdigital signals are more reliable for encoding and transmitting information with less distortion.
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Design solutions using wave knowledge to help people with disabilities: (1) Help deaf people detect sound wavesβdesign devices converting sound vibrations into visual signals, tactile feedback, or written text (vibrating bracelets detecting loud noises? flashing lights responding to doorbell sounds? speech-to-text displays?), OR (2) Help blind people detect light wavesβdesign devices converting light into sound, touch, or temperature signals (sensors beeping when light levels change? tactile displays showing light patterns? echolocation assistive devices?). Research existing technologies, engineer innovative solutions, build prototypes using paper/tape/glue/craft materials, present designs explaining how they detect and convert wave energy.
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Waves are everywhereβocean waves, sound waves, light waves! This book defines waves as disturbances traveling through space or matter, carrying energy. Bigger waves equal more energy. Light waves carry energy moving perpendicular to wave motion, can travel through space. Sound waves are mechanical waves requiring medium (solid/liquid/gas) to transport energyβcannot travel through space! Wave properties include wavelength (distance between peaks), frequency (waves per second), amplitude (wave height relating to energyβhigher amplitude equals more energy, louder sound, or brighter light).
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Sound is a wave moving through mediums (air, water, solids) by vibrating particles. Two important properties: amplitude (wave height) and frequency (waves passing per second). Students use PhET sound simulation adjusting frequency discovering pitch effects (high frequency equals high pitch), adjusting amplitude discovering volume effects (high amplitude equals loud)βmirroring state assessment formats.
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8.5: Genetics
MS-LS1-5*; MS-LS3-1; MS-LS3-2; MS-LS4-5; MS-LS1-2*; MS-LS1-4*
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Identical twins Jasper and Mo reunite on TVβsame genes, same birthday, same laughβbut they look and act differently! Jasper insists it's environment; Mo claims it's all genetics. After their on-air brawl, Mosa investigates. Students examine evidence: both have genetic potential for height, but nutrition and sleep affect actual growth; genes provide melanin capacity, but sun exposure determines skin tone; DNA sets possibilities, but experiences shape outcomes. The verdict: neither twin is completely right. Human traits result from genetics AND environment working together, not one or the other.
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Sea turtles are keystone species in the oceanβso when scientists discovered that 90% of certain populations were being born female, alarm bells went off. What's causing this dramatic imbalance? Is it genetics or something in the environment? Students explore the sea turtle life cycle using card models, graph how nest conditions affect sex ratios, and model how increased greenhouse gases are changing nesting beaches. By the end, they uncover a surprising example of genetics-environment interactionβand discover why this skewed ratio could threaten species survival.
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The greatest scientific debate: nature vs. nurture! Students receive research cards presenting real studies on genetics and environment (height, intelligence, obesity, alcoholism, brain development under stress). Working in teams, they build cases arguing whether genetics or environment has more impact on organism growth. They analyze twin studies, adoption research, plant experiments, and animal studies, prepare presentations defending their position, then engage in classroom debates. The conclusion after all evidence: it's not either/orβboth genetic and environmental factors work together influencing every aspect of organism development.
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Many regions worldwide lack nutritional resources needed for children to grow to their full genetic potential. Students research specific areas suffering malnutrition (identifying vitamin/nutrient deficiencies), analyze how environmental limitations prevent genetic potential from being reached (stunted growth, weakened immune systems, cognitive impacts), then design solutions to improve environments: fortified food programs, sustainable agriculture projects, clean water systems, vitamin supplementation programs, or educational initiatives. They create posters and written reports presenting solutions to UNICEF, explaining how their designs help children reach the growth their genetics promise.
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Identical twins Ariana and Lyla have same DNA but Ariana grew 3 inches and runs cross-country with darker skin while Lyla didn't grow, paints indoors staying pale. This book explains genetics sets possibilities, environment determines outcomes. Snowshoe hares: genetics provides color-change ability, environment determines timing (climate change causes mismatches affecting survival).
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Students analyze Central Africa malaria/sickle cell geneticsβone allele protects against malaria, two alleles cause disease. Data shows regions with high malaria having higher sickle cell allele frequencies. Tasks include interpreting genetic inheritance patterns, analyzing natural selection in specific environments, and constructing evolutionary advantage argumentsβmirroring state assessment formats testing genetics and environment interactions.
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Kitty Perry has six toes and judges want to disqualify her from the Pretty Kitty Showβ"it's just not normal!" Students follow Mosa as she interviews a chromosome and a crazy cat lady to discover why Kitty inherited this extra toe. By the end, they understand that mutations are copying errors in DNA that get passed down through generations, and that these changes can be beneficial, harmful, or simply unique.
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Featherless chickens. Glowing rabbits. Oversized cows. Students watch footage from the film Animal Pharm showing genetically modified farm animals, then complete a hands-on activity where they physically manipulate gene cardsβmoving genes from one organism to anotherβto discover how genetic engineering works. By the end, they can explain how humans intentionally modify DNA to create desired traits in living organisms.
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Students become alien geneticists. They draw gene codes from a bag to create aliens with different trait variations (Tiptoe vs. Walking vs. Shuffle vs. Heels locomotion, different eye colors affecting vision, different mouth types affecting eating). Then they compete in three survival challengesβracing, finding food with color-filtered "goggles," and eating with different utensilsβto test which mutations help aliens survive. The data reveals which traits are beneficial, harmful, or neutral, and students design an Ultimate Alien based on their findings.
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CRISPR is a revolutionary gene-editing tool that allows scientists to make intentional mutations. Students learn how CRISPR works, choose a "gene of interest" from a library (disease resistance, drought tolerance, bioluminescence, etc.), research the gene, design a CRISPR procedure to modify an organism's DNA, and present their genetic engineering solution at a mock "Genetic Engineering World Conference." It's bioethics meets cutting-edge science, with students grappling with real questions about whether humans should modify nature.
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Chef CrΓ¨me BrΓ»lΓ©e's famous dessert tastes wrong despite looking identical! This book explores mutationsβDNA changes causing trait variations. Mutations can be beneficial (antibiotic resistance helping bacteria survive), neutral (no effect), or harmful (causing diseases). Some occur randomly during DNA copying; others result from environmental factors like radiation or chemicals affecting genetic code.
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Students analyze mutation scenarios including sickle cell anemia (point mutation changing one amino acid) and antibiotic-resistant bacteria. Tasks include identifying mutation types, explaining how mutations affect protein production, predicting trait changes, and constructing arguments about mutation roles in evolutionβmirroring state assessment formats testing mutation and genetic change concepts.
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Algae accuse frogs Paulie and Nicole of lying about being siblingsβthey look so different! Students follow Mosa investigating at the genetic level, discovering crucial reproduction differences. Algae reproduce asexually, simply replicating with all mother's genes passing unchanged, creating identical offspring. Frogs reproduce sexuallyβsperm fertilizes egg, mixing genes from both parents. This creates genetic variation explaining why Paulie and Nicole look different despite being siblings. Students must identify which potential father frog is theirs by matching inherited traits.
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Why do some of these famous children look nothing like their parents, while others look nearly identical? Students investigate celebrity family traits through real video footage, comparing what gets passed downβand what doesn't. As they gather evidence, they uncover how sexual reproduction shuffles genetic material to create unique offspring every time.
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Your students design two alien families from scratchβone that reproduces sexually, one asexuallyβand discover how genetic variation (or the lack of it) shapes each generation. It's hands-on genetics with a creative twist, turning abstract inheritance patterns into something they can build, compare, and argue about.
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Students analyze dominant and recessive genes using Punnett squares and apply their knowledge to solve a βbaby swapβ case.
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Here's the challenge: start with a desired trait in an offspring and work backward. What parent combination would you need? Students use reverse engineering to think like geneticists, designing ideal parent pairings to produce specific outcomes. You pose the problem; they wrestle with the geneticsβand discover that inheritance isn't always as predictable as it seems.
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Algae accuse frogs of lying about being siblingsβthey look different! This book explains reproduction differences. Algae reproduce asexually (replication passing all mother's genes creating identical offspring). Frogs reproduce sexually (sperm fertilizes egg mixing mother's and father's genes). Sexual reproduction creates genetic variation explaining why siblings look different despite sharing parents.
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Students analyze inheritance patterns using Punnett squares predicting offspring traits. Given parent genotypes, they calculate probability ratios for different trait combinations. Tasks include determining dominant/recessive traits, predicting phenotype percentages, explaining how sexual reproduction creates variation, and constructing arguments about genetic diversity advantagesβmirroring state assessment formats testing genetic variation concepts.
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Eric collapses during a hikeβwhat went wrong inside his body? Students follow Mosa on an animated journey into three different cell types: muscle cells, small intestine cells, and nerve cells. By comparing the cell membrane, mitochondria, and nucleus across these cells, they discover that different cell structures support different functions, and that complex organisms need many types of cells working together to survive.
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A single cell develops into an entire alpine newt, and tiny protists swim in a drop of pond water. Students observe both phenomena, then work with cell and organism matching cards (bacteria, paramecium, human tissue, plant cells) to discover that all living things are made of cellsβeither one cell (unicellular) or many cells (multicellular). By the end, they can explain that cells are the basic unit of structure and function for all life.
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Your team has just returned from a mystery mission with unknown samples. Your job: determine whether they're evidence of life. Students first explore interactive cell diagrams to learn organelle structures and functions, then use compound microscopes to examine known specimensβonion skin (plant cells with cell walls), cheek cells (animal cells), and elodea leaves. Now comes the real test: examine the mystery samples and determine which came from living organisms. The evidence? Whether or not they observe cells.
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Design a never-before-seen cell that performs a specific service. Students brainstorm specialized jobs their cell could do (maybe it cleans pollution, produces light, or stores massive amounts of energy?), then engineer custom organelles with structures that support those functions. They create detailed, colorful poster drawings showing how molecules move in, out, and through their unique cell, then present their designs. It's creative cell biology where structure dictates function.
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Bacteria, turtles, plants, and teachers all have cellsβthe smallest living units carrying out life functions. This book explains cells as building blocks: many cells form complete organisms. Students learn unicellular versus multicellular organisms, discover key organelles (nucleus, mitochondria, cell membrane), and explore how cell structure supports specific functions.
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Students analyze plant cell diagrams showing how vacuoles store water creating turgor pressure keeping plants upright, and what happens during drought when vacuoles can't hold water (wilting). Includes claim evaluation, organelle identification, and data interpretation using U.S. drought mapsβmirroring multi-part, evidence-based state assessment question formats.
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8.6: Natural Selection & Common Ancestry
MS-LS1-4*; MS-LS4-1; MS-LS4-2; MS-LS4-3; MS-LS4-4; MS-LS4-6
From mysteries, phenomena, labs, engineering, sub plans, test prep and more
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Caroline the grey-winged moth wants to know why she's the only grey moth when her great-great-grandfather said there were tons of grey moths in his day. Students follow Mosa time-traveling back to the Industrial Revolution when coal factory soot turned tree bark dark. They witness a robin swooping down, easily spotting and eating white-winged moths against dark barkβbut grey moths blend in perfectly, surviving! Natural selection in action: when the environment changed (clean bark β sooty bark), the advantageous trait changed (white camouflage β grey camouflage). Grey moths survived, reproduced, passed traits to offspring. Over generations, grey became common. When pollution cleaned up, white moths had the advantage again, explaining Caroline's situation.
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Same species, wildly different characteristics. Marine iguanas have webbed feet, flattened tails, and glands that expel salt. Land iguanas have sharp claws for climbing and none of those ocean adaptations. What happened? Students investigate how environmental factors shape which traits survive. First, they experience natural selection firsthand: a moth survival simulation where students play birds hunting moths of different colors against various backgrounds. Some moths are easy to spot, others nearly invisibleβand the hidden ones survive to reproduce. Then students apply the same logic to iguanas, discovering how ocean environments selected for swimming adaptations while terrestrial environments favored climbing traits. Same species, different pressures, dramatically different results.
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The Finch Beak Feeding Frenzy! Students participate in a survival game discovering how different traits affect survival probability. They receive "beaks"βintact plastic forks (some birds), broken forks with fewer prongs (other birds)βthen compete to collect Froot Loops "food" in 9-oz clear cups within timed rounds. Different beak types succeed with different food types. Students track data across multiple generations: count survivors, calculate percentages, graph population changes over time mathematically showing how advantageous traits increase while disadvantageous traits decrease. They produce mini nature documentaries explaining natural selection and adaptation witnessed during the bird beak activity, using evidence from their collected data.
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Students select a specific plant or animal trait to research and depict the process of adaptation over time in a filmstrip (200 mins)
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Design biomimicry products using animal or plant adaptations to provide humans with the same benefits! Students select adaptations (gecko feet sticking to walls? owl silent flight? lotus leaf water repellency? cactus water storage? chameleon camouflage? shark skin reducing drag?), identify how the adaptation functions, then engineer human products inspired by these traits: climbing gloves mimicking gecko toe pads, quiet airplane designs copying owl wings, waterproof fabrics based on lotus leaves, desert survival gear using cactus principles. They create poster presentations or construct prototypes, explaining how their designs transfer nature's solutions to human challenges.
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When babies have "mother's eyes" or "father's smile," what does that mean? This book explains traits as physical characteristics (eye color, hair color) inherited through genes: 50% from mother, 50% from father during sexual reproduction. Genetic variation refers to variety within populations. Advantageous traits increase survival. Example: Two frogs catching fliesβlonger-tongued frog catches more, providing survival advantage!
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Farmers rely on honeybees pollinating crops. Students investigate how bee behavior and flower structure affect plant reproduction improving yields. Dataset shows: hovering/landing on apples (15 visits/day, 800 pollen grains), crawling inside blueberries (20 visits/day, 1,200 grains). Tasks include explaining behaviors increasing pollination, analyzing flower structures matching behaviorsβmirroring state assessment formats.
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Evie Loo's will names Pongo the orangutan, P-Jon the bird, and Lil' Swimmy the fish as her family. Lawyers declare it invalidβthey're not related! Students follow Mosa through Evie's mansion's Natural History wing, gathering three types of evidence: fossil evidence (transitional forms showing evolutionary changes), embryological evidence (all vertebrate embryos look similar early on, sharing gill slits and tails), and comparative anatomy (homologous structures like human arms, bird wings, and whale flippers share the same bone arrangement). The verdict: all species share a common ancestor, making them technically family. The Will stands!
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Three evidence-gathering stations. Station 1: Anatomical StructuresβStudents compare bone arrangements in human arms, bird wings, whale flippers, and bat wings, discovering homologous structures that prove common ancestry despite different functions. Station 2: EmbryosβStudents examine vertebrate embryo cards (fish, birds, turtles, humans) at different developmental stages, identifying shared early features (pharyngeal arches/gill slits, tails, limb buds) that later diverge. Station 3: FossilsβStudents arrange whale fossil sheets chronologically, reconstructing evolutionary history from land-dwelling ancestors with legs to modern aquatic whales. They complete Evidence Journals explaining how each evidence type supports evolution.
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Design a device to monitor that evolution is still happening within a species right now. Students research modern examples of observable evolution (antibiotic-resistant bacteria? pesticide-resistant insects? climate-adapted animals?), identify traits that are changing, then engineer monitoring devicesβmaybe automated cameras tracking beak sizes in finch populations, sensors measuring wing length changes in moths, or sample collectors tracking bacterial resistance rates. They present designs explaining how their devices gather data proving evolution continues in real time, not just ancient history.
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Popstar Evie Loo's Will names orangutan Pongo, bird P-Jon, and fish Lil' Swimmy as familyβlawyers protest they're unrelated! This book explains evolution evidence: fossil records showing transitional forms, embryological evidence revealing shared early development stages, and comparative anatomy displaying homologous structures (human arms, bird wings, whale flippers sharing bone arrangements despite different functions).
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Students analyze Rexoraptor fossil discovered in Montana exhibiting features bridging multiple species (feathers like birds, teeth like reptiles, clawed hands). Tasks include interpreting fossil evidence, constructing evolutionary timeline arguments, comparing anatomical structures identifying homologous features, and explaining how fossils support evolution theoryβmirroring state assessment formats testing evolution evidence concepts.
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Design Thinking
Students learn Design Thinking as a problem-solving process through real-world engineering challenges. Through observing the Jeddah Tower construction and building the tallest freestanding tower supporting a marshmallow using spaghetti, tape, and string, analyzing famous engineering successes and failures (Tacoma Narrows Bridge, Japan's Maglev Train, Ford Pinto, Hyatt Regency Skywalk, Solar Impulse, Titanic), and designing plans to save Dullis the sloth by creating and testing rescue device prototypes, students develop their own Design Thinking Reference Guide understanding criteria, constraints, and iterative design processes.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
β± 40 minutes
The Lab
Hands-on Experiment
Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
β± 150 minutes
The Engineer
Design Challenge
Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
β± 160-170 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Design Thinking
In The Solve, students will:
Examine the Jeddah Tower, an engineering accomplishment and the first man-made structure to reach 1 km in height. Students will then be challenged to construct the tallest free-standing tower capable of supporting a given mass. They will compare tower designs and reflect on the design process to determine which steps of the Design Thinking process were utilized.
Part of:
Design Thinking
Lesson Flow
What Students Will Learn
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Design Thinking
Students analyze famous engineered products and designs from history to determine success or failure and evaluate which Design Thinking process steps were used. They examine six engineering examples. For each example, students watch videos, determine if the design was a success or failure and why, apply Design Thinking process steps to analyze whether engineers used them adequately, and suggest improvements or explain what they would have done differently.
Part of:
Design Thinking
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review Design Thinking concepts and are introduced to the lab investigation challenge
2
Analyze Famous Engineering Successes & Failures
60β80 min
Students investigate case studies of famous engineering projects β both successful (such as the Golden Gate Bridge) and failed (such as the Tacoma Narrows Bridge collapse) β to identify what went right or wrong in the design process
3
Identify Design Thinking Steps in Each Case
20β25 min
Students analyze which Design Thinking steps were properly executed or skipped in each case study, connecting specific design decisions to outcomes
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of the Design Thinking process through analysis questions about what makes engineering solutions succeed or fail
What Students Will Learn
How successful engineering projects result from carefully following all steps of the Design Thinking process
How failures often occur when engineers skip critical steps such as testing prototypes, considering constraints, or understanding user needs
How to analyze real-world engineering projects to identify which Design Thinking steps were applied and which were missing
How iteration and testing are essential to catching design flaws before a solution is finalized
How learning from failures is a critical part of improving engineering design processes
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Design Thinking
Students solve a mystery demonstrating how to design solutions using Design Thinking. They design a plan to save Dullis the sloth by returning him safely to shore. Students use Design Thinking to create and test a prototype of their Dullis-saving device, then use their unique design solution to create the final page of the Mosa Mack Design Thinking comic.
Part of:
Design Thinking
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review Design Thinking concepts and are introduced to the engineering design challenge
2
Define the Challenge & Empathize
30β40 min
Students are presented with a real-world problem and work to empathize with the people affected by the problem, defining the specific criteria their solution must meet and the constraints they must work within
3
Ideate & Sketch Multiple Solutions
40β50 min
Students brainstorm multiple possible solutions to the problem, sketching at least three different design ideas and evaluating the pros and cons of each
4
Build a Prototype
50β60 min
Students select their best design idea and build a working prototype using the materials available
5
Test, Iterate & Improve
30β40 min
Students test their prototype against the criteria and constraints, identify weaknesses, and make evidence-based improvements to their design
6
Present the Final Solution
20 min
Students present their final design solutions, explaining how they followed the Design Thinking process and how their solution meets the identified criteria
What Students Will Learn
How to apply the complete Design Thinking process β empathize, define, ideate, prototype, test β to solve a real-world engineering problem
How empathizing with users helps engineers understand the problem deeply and design solutions that truly address people's needs
How generating multiple design ideas before building allows engineers to explore creative solutions and select the most promising approach
How testing and iteration are essential to refining a prototype and ensuring it meets all criteria and constraints
How to communicate the design process and final solution clearly using sketches, annotations, and an oral presentation
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Weather
Students master how air mass motions and complex interactions cause weather changes. Through solving wedding weather disasters or tracking storm time-lapses showing sudden shifts, rotating through six stations investigating temperature, humidity, air pressure, ocean currents, landforms, and weather fronts interpreting maps providing accurate updates, and designing meteorologist weather reports predicting regional patterns explaining causes scientifically, students learn forecasting using air mass knowledge.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Mia and Henry's wedding business is crumblingβtwo weddings depend on specific weather conditions! Tropical wedding: storm ruins plans. Arctic wedding: no snow appears. Students help Mosa solve the mystery by exploring common weather factors. The discovery: air masses (large bodies of air with similar temperature and humidity) interact differently in different regions. Tropical regions: warm humid air masses can create intense storms when they meet cooler air. Arctic regions: cold dry air masses don't always produce snowβtemperature and moisture must both be right. Understanding air mass characteristics and collisions explains why weather varies regionally and why predictions sometimes fail. Both weddings saved!
β± 40-75 minutes
The Lab
Hands-on Experiment
Six station investigations exploring factors impacting weather. Station 1: Temperature/Latitudeβballoon in freezer contracts (cold air), balloon in warm water expands (warm air), latitude affects temperature. Station 2: Humidityβwater vapor in air affects precipitation. Station 3: Air Pressure and Windβhigh/low pressure systems drive wind patterns. Station 4: Ocean Current Temperatureβwarm currents (Gulf Stream) moderate coastal climates, cold currents cool regions. Station 5: Landformsβmountains create rain shadows (Sacramento vs. Carson City, Yakima vs. Seattleβwindward side wet, leeward side dry). Station 6: Weather Frontsβcold/warm/stationary fronts create different conditions. Interpret weather maps providing accurate regional weather updates.
β± 150 minutes
The Engineer
Design Challenge
Act as meteorologists designing weather reports! Students research 5-day weather data for chosen regions, analyze patterns in temperature, pressure, wind direction, humidity, precipitation, identify trends, then predict Day 6 weather explaining causes using air mass knowledge. They design professional weather reports (poster presentations or video recordings) including: current conditions, 5-day data visualization, Day 6 forecast, scientific explanations of weather factors (approaching cold front? high pressure system? ocean current influence? mountain effects?), and presentation delivery with meteorologist flair. Practice communicating complex weather science to general audiences like real TV meteorologists!
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Weather
Mia and Henry's wedding business is crumblingβtwo weddings depend on specific weather conditions! Tropical wedding: storm ruins plans. Arctic wedding: no snow appears. Students help Mosa solve the mystery by exploring common weather factors. The discovery: air masses (large bodies of air with similar temperature and humidity) interact differently in different regions. Tropical regions: warm humid air masses can create intense storms when they meet cooler air. Arctic regions: cold dry air masses don't always produce snowβtemperature and moisture must both be right. Understanding air mass characteristics and collisions explains why weather varies regionally and why predictions sometimes fail. Both weddings saved!
Part of:
Weather
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Weather mystery and answer comprehension questions about what causes weather patterns and how different atmospheric conditions produce different types of weather
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key weather vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz demonstrating their understanding of weather factors and how the Sun-Earth system drives weather patterns
What Students Will Learn
How uneven heating of Earth's surface by the Sun creates differences in air pressure that drive wind and weather patterns
How air masses form over regions with consistent temperature and humidity and how their properties determine the weather they bring
How weather fronts form when air masses with different temperatures and moisture levels meet, often triggering storms, rain, and temperature changes
How temperature, humidity, air pressure, wind speed, and precipitation all interact to produce observed weather conditions
How the Sun-Earth System β including Earth's tilt, rotation, and the distribution of land and water β is the primary driver of global weather patterns
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Weather
Six station investigations exploring factors impacting weather. Station 1: Temperature/Latitudeβballoon in freezer contracts (cold air), balloon in warm water expands (warm air), latitude affects temperature. Station 2: Humidityβwater vapor in air affects precipitation. Station 3: Air Pressure and Windβhigh/low pressure systems drive wind patterns. Station 4: Ocean Current Temperatureβwarm currents (Gulf Stream) moderate coastal climates, cold currents cool regions. Station 5: Landformsβmountains create rain shadows (Sacramento vs. Carson City, Yakima vs. Seattleβwindward side wet, leeward side dry). Station 6: Weather Frontsβcold/warm/stationary fronts create different conditions. Interpret weather maps providing accurate regional weather updates.
Part of:
Weather
Lesson Flow
1
Introduction & PowerPoint
15β20 min
Students review weather concepts including air masses, fronts, and weather factors through a PowerPoint and structured notes
2
Air Mass & Weather Front Role Play
40β50 min
Students take on role cards representing different air masses and act out what happens when different types of air masses meet, exploring how cold fronts, warm fronts, stationary fronts, and occluded fronts form and what weather each produces
3
Analyze Weather Front Data
20β25 min
Students analyze a data table summarizing the conditions and weather outcomes for each type of weather front and answer analysis questions about how each front forms and what weather it brings
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of air masses and weather fronts through analysis questions
What Students Will Learn
How air masses acquire the temperature and humidity characteristics of the region where they form, and how those properties determine the weather they carry
How cold fronts form when a fast-moving cold air mass pushes under a warm air mass, lifting the warm air rapidly and often producing intense, short-duration storms
How warm fronts form when warm air gradually rises over cold air, producing clouds and precipitation over a wide area for several days
How stationary and occluded fronts form and the types of prolonged weather events associated with each
How to predict likely weather outcomes from information about the types of air masses meeting and the type of front they form
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab Extension
Weather
Students plan and act out a model of the various factors that contribute to a weather front of their choice. (150 minutes)
Part of:
Weather
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review weather concepts and are introduced to the extended investigation into additional weather front types
2
Investigate Stationary & Occluded Fronts
40β50 min
Students investigate how stationary fronts (where cold and warm air masses stall without either advancing) and occluded fronts (where a warm air mass is caught between two cooler masses) form and what weather conditions they produce
3
Analyze Extended Front Data
20β25 min
Students analyze data on stationary and occluded fronts and compare these to cold and warm fronts, identifying the unique atmospheric conditions and weather outcomes associated with each
4
Weather Prediction Practice
20β25 min
Students apply their complete understanding of all four weather front types to predict weather events in given scenarios, explaining their reasoning using evidence about air mass properties and front types
What Students Will Learn
How stationary fronts form when two air masses of similar strength meet and stall, producing extended periods of clouds, fog, rain, or snow over the same region
How occluded fronts form when a faster cold air mass catches up to a warm front, forcing warm air upward and producing complex weather including rain, snow, or thunderstorms
How humidity levels in the air masses involved determine the intensity and type of precipitation produced by any front
How to use knowledge of all four weather front types together to analyze real weather maps and predict what weather events are likely to occur
How weather prediction improves when meteorologists understand not just what type of front is present, but also the humidity and temperature characteristics of the air masses involved
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Weather
Act as meteorologists designing weather reports! Students research 5-day weather data for chosen regions, analyze patterns in temperature, pressure, wind direction, humidity, precipitation, identify trends, then predict Day 6 weather explaining causes using air mass knowledge. They design professional weather reports (poster presentations or video recordings) including: current conditions, 5-day data visualization, Day 6 forecast, scientific explanations of weather factors (approaching cold front? high pressure system? ocean current influence? mountain effects?), and presentation delivery with meteorologist flair. Practice communicating complex weather science to general audiences like real TV meteorologists!
Part of:
Weather
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review weather factors and are introduced to the meteorologist engineering challenge: designing a weather report that predicts and explains a day of weather
2
Research 5-Day Weather Data
40β50 min
Students choose a region of their choice and research five days of historical weather data β including temperature, humidity, pressure, wind speed, and precipitation β identifying patterns and trends
3
Predict & Plan the Weather Report
50β60 min
Students use their five-day data to predict the weather on Day 6 and design a weather report including a background map, annotated with air mass movements and weather fronts, and a written script explaining the science behind their prediction
4
Present the Weather Report
20β30 min
Students perform their weather reports live or digitally for the class, using gestures to reference their weather map and explaining the reasoning behind their prediction without reading from a script
What Students Will Learn
How meteorologists use historical weather data β temperature trends, pressure changes, humidity levels, and wind patterns β to make predictions about future weather
How to identify the weather factors present in a five-day dataset and use patterns in that data to project what will most likely happen on the following day
How weather fronts and air mass movements shown on a weather map explain the causes of the weather events observed in the historical data
How to design and deliver an engaging weather report that communicates scientific predictions and explanations clearly to a general audience
How weather prediction is an evidence-based scientific practice that combines data analysis, atmospheric knowledge, and pattern recognition
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Mutations
Students explore mutations as DNA changes causing trait variations understanding beneficial, neutral, and harmful effects. Through solving identical-looking but different-tasting food mysteries or examining mutation cases in populations, conducting experiments modeling DNA replication errors and environmental mutation triggers like radiation, and engineering CRISPR applications or mutation protection strategies, students learn how genetic changes drive evolution and disease.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Kitty Perry has six toes and judges want to disqualify her from the Pretty Kitty Showβ"it's just not normal!" Students follow Mosa as she interviews a chromosome and a crazy cat lady to discover why Kitty inherited this extra toe. By the end, they understand that mutations are copying errors in DNA that get passed down through generations, and that these changes can be beneficial, harmful, or simply unique.
β± 40-75 minutes
The Lab
Hands-on Experiment
Students become alien geneticists. They draw gene codes from a bag to create aliens with different trait variations (Tiptoe vs. Walking vs. Shuffle vs. Heels locomotion, different eye colors affecting vision, different mouth types affecting eating). Then they compete in three survival challengesβracing, finding food with color-filtered "goggles," and eating with different utensilsβto test which mutations help aliens survive. The data reveals which traits are beneficial, harmful, or neutral, and students design an Ultimate Alien based on their findings.
β± 165 minutes
The Engineer
Design Challenge
CRISPR is a revolutionary gene-editing tool that allows scientists to make intentional mutations. Students learn how CRISPR works, choose a "gene of interest" from a library (disease resistance, drought tolerance, bioluminescence, etc.), research the gene, design a CRISPR procedure to modify an organism's DNA, and present their genetic engineering solution at a mock "Genetic Engineering World Conference." It's bioethics meets cutting-edge science, with students grappling with real questions about whether humans should modify nature.
β± 200 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Mutations
Kitty Perry has six toes and judges want to disqualify her from the Pretty Kitty Showβ"it's just not normal!" Students follow Mosa as she interviews a chromosome and a crazy cat lady to discover why Kitty inherited this extra toe. By the end, they understand that mutations are copying errors in DNA that get passed down through generations, and that these changes can be beneficial, harmful, or simply unique.
Part of:
Mutations
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Mutations mystery and answer comprehension questions about what mutations are and how they affect organisms
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key mutations vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of mutations and their effects on traits
What Students Will Learn
What a mutation is and how changes in DNA sequences lead to changes in an organism's traits
The difference between beneficial, harmful, and neutral mutations and how each affects an organism's survival
How mutations can be inherited by offspring or arise spontaneously due to environmental factors
How natural selection acts on mutations over time, influencing which traits become more or less common in a population
How mutations are the source of genetic variation that drives evolution
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Mutations
Students become alien geneticists. They draw gene codes from a bag to create aliens with different trait variations (Tiptoe vs. Walking vs. Shuffle vs. Heels locomotion, different eye colors affecting vision, different mouth types affecting eating). Then they compete in three survival challengesβracing, finding food with color-filtered "goggles," and eating with different utensilsβto test which mutations help aliens survive. The data reveals which traits are beneficial, harmful, or neutral, and students design an Ultimate Alien based on their findings.
Part of:
Mutations
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review mutations concepts and are introduced to the alien species survival challenge
2
Survival Challenge 1: Locomotion
30β40 min
Teams inherit different gene variants for movement and compete to determine which locomotion mutation is most beneficial, harmful, or neutral for alien survival, recording time and observation data
3
Survival Challenge 2: Vision
30β40 min
Teams test different colored-goggle gene variants to determine how different vision mutations affect an alien's ability to detect food, recording and comparing data
4
Survival Challenge 3: Appendages
30β40 min
Teams use different tool variants (spoons, forks, clothespins, tweezers) representing different appendage mutations to collect alien food, analyzing which mutations are most advantageous
5
Design the Ultimate Alien
20β25 min
Using data collected across all three survival challenges, students design an Ultimate Alien with the most beneficial gene variants for each trait, explaining their choices with evidence
What Students Will Learn
How different forms of a gene (alleles) can produce traits that are beneficial, harmful, or neutral to an organism's survival
How to use experimental data to classify mutations by their effect on an organism's fitness
How natural selection acts on mutations by favoring traits that improve survival and reproduction in a given environment
How the environment determines whether a specific mutation is an advantage or a disadvantage
How to design a model organism that optimizes survival traits based on evidence from multiple investigations
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Mutations
CRISPR is a revolutionary gene-editing tool that allows scientists to make intentional mutations. Students learn how CRISPR works, choose a "gene of interest" from a library (disease resistance, drought tolerance, bioluminescence, etc.), research the gene, design a CRISPR procedure to modify an organism's DNA, and present their genetic engineering solution at a mock "Genetic Engineering World Conference." It's bioethics meets cutting-edge science, with students grappling with real questions about whether humans should modify nature.
Part of:
Mutations
Lesson Flow
1
Introduction & PowerPoint
30 min
Students review mutations and CRISPR concepts and are introduced to the Genetic Engineering World Conference challenge
2
Choose a Gene of Interest & Research
40β50 min
Students select a gene from the CRISPR Library and research its function in its host organism, then brainstorm problems that could be solved by transferring that gene to another organism
3
Plan the CRISPR Procedure
30β40 min
Students model how CRISPR would be used to genetically engineer their chosen organism, designing the procedure step by step and documenting how the mutation will produce the desired trait
4
Create an Informative Presentation
40β50 min
Students develop a PowerPoint, stop-motion animation, poster, or brochure presenting their genetically engineered solution and the science behind it
5
Present at the Genetic Engineering World Conference
30 min
Students present their findings and engineered solutions as if addressing a global scientific audience
What Students Will Learn
How CRISPR technology works as a tool for making targeted, intentional mutations in an organism's DNA
How genetically engineering an organism by introducing a beneficial gene from another species can solve real-world problems
The ethical considerations surrounding genetic engineering and the debates around whether humans should alter the DNA of living organisms
How to research a gene of interest and evaluate the potential benefits and risks of transferring it to a new organism
How scientists and engineers use genetic technology to design solutions to problems in medicine, agriculture, and conservation
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Thermal Energy
Students learn heat transfers through conduction, convection, and radiation understanding energy flow from hot to cold. Through solving temperature sensation mysteries or conducting heat transfer experiments with different materials, testing insulation properties comparing how quickly ice melts in various materials, and engineering thermal solutions like coolers, solar ovens, or insulated containers, students discover thermal energy as total kinetic energy of particles in matter.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Willy's new infomercial promises his tin foil gloves will keep hands toasty warm in freezing weatherβbut customers discover he's full of hot air. Students follow Mosa as she investigates why the Willy Warm Gloves fail, testing different materials to discover that some conduct heat away from hands while others insulate and trap warmth. By the end, they can explain which materials make the best insulators and why.
β± 45-80 minutes
The Lab
Hands-on Experiment
Put Willy Warm's gloves on trial. Students design and conduct two investigations testing his claims: (1) Are tin foil gloves really the best insulators? Students test aluminum foil against bubble wrap, felt, foam, cotton, and cardboard, measuring temperature changes over time. (2) Does mass affect how quickly things cool down? They use different amounts of water and track thermal energy transfer. Then they report findings to the Better Business Bureau with poster presentations and data proving Willy's claims are false.
β± 220β240 minutes
The Engineer
Design Challenge
Design an ice cube protector that keeps ice frozen longest under a heat lamp. Students research insulation, sketch designs, select materials (egg cartons, bubble wrap, foam, felt, milk cartons, aluminum foil), build prototypes, test them with thermometers under warming lamps, and iterate based on results. The winning design maximizes insulation and minimizes thermal energy transferβproving students understand conduction, materials science, and the engineering design process.
β± 210β255 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Thermal Energy
Willy's new infomercial promises his tin foil gloves will keep hands toasty warm in freezing weatherβbut customers discover he's full of hot air. Students follow Mosa as she investigates why the Willy Warm Gloves fail, testing different materials to discover that some conduct heat away from hands while others insulate and trap warmth. By the end, they can explain which materials make the best insulators and why.
Part of:
Thermal Energy
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Thermal Energy mystery and answer comprehension questions about how thermal energy is transferred between objects and materials
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key thermal energy vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz demonstrating their understanding of thermal energy transfer and the three methods by which it occurs
What Students Will Learn
The difference between temperature (average kinetic energy of particles) and thermal energy (total kinetic energy of all particles in a substance)
How thermal energy always transfers from warmer objects to cooler objects until thermal equilibrium is reached
The three methods of thermal energy transfer: conduction (direct contact), convection (fluid movement), and radiation (electromagnetic waves)
How the properties of materials β including conductivity and insulation β determine how quickly thermal energy transfers through them
How understanding thermal energy transfer is essential to designing systems that control heating, cooling, and energy efficiency
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Thermal Energy
Put Willy Warm's gloves on trial. Students design and conduct two investigations testing his claims: (1) Are tin foil gloves really the best insulators? Students test aluminum foil against bubble wrap, felt, foam, cotton, and cardboard, measuring temperature changes over time. (2) Does mass affect how quickly things cool down? They use different amounts of water and track thermal energy transfer. Then they report findings to the Better Business Bureau with poster presentations and data proving Willy's claims are false.
Part of:
Thermal Energy
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review thermal energy concepts and are introduced to the lab investigation challenge
2
Thermal Energy Transfer Investigations
80β100 min
Students complete a series of hands-on lab investigations testing how different materials conduct, insulate, or convect thermal energy, measuring temperature changes over time and recording data
3
Analyze & Draw Conclusions
20β25 min
Students analyze their temperature data and construct explanations comparing how different materials and methods transfer thermal energy, identifying patterns in the data
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of thermal energy transfer through analysis questions and real-world material applications
What Students Will Learn
How different materials vary in their ability to conduct thermal energy based on their molecular structure and bonding
How to design and conduct a controlled experiment measuring thermal energy transfer, ensuring only one variable changes at a time
How insulating materials slow thermal energy transfer by reducing the movement of particles and trapping air in their structure
How the rate of thermal energy transfer depends on the temperature difference between objects and the properties of the materials between them
How scientists and engineers use knowledge of thermal conductivity to select appropriate materials for heating, cooling, and insulation applications
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Thermal Energy
Design an ice cube protector that keeps ice frozen longest under a heat lamp. Students research insulation, sketch designs, select materials (egg cartons, bubble wrap, foam, felt, milk cartons, aluminum foil), build prototypes, test them with thermometers under warming lamps, and iterate based on results. The winning design maximizes insulation and minimizes thermal energy transferβproving students understand conduction, materials science, and the engineering design process.
Part of:
Thermal Energy
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review thermal energy concepts and are introduced to the engineering design challenge
2
Research & Problem Definition
40β50 min
Students research a real-world problem involving thermal energy β such as heat loss in buildings, overheating in electronics, or keeping food at safe temperatures β and define the specific challenge they will address
3
Design a Thermal Solution
60β70 min
Students design an engineering solution that applies knowledge of conduction, convection, and radiation to address their chosen problem, creating a detailed technical drawing with annotations explaining how each design feature manages thermal energy transfer
4
Presentations
20β30 min
Students present their research and engineering solutions, explaining the thermal energy science behind their design choices
What Students Will Learn
How engineers apply knowledge of conduction, convection, and radiation to design systems that control thermal energy transfer
How insulation, reflective surfaces, heat sinks, and ventilation systems each address thermal energy transfer challenges in different ways
How to identify a real-world thermal energy problem and use scientific principles to justify an engineering design solution
How the choice of materials in an engineering design directly affects how well the design manages thermal energy transfer
How thermal energy management is central to challenges in sustainability, from improving building energy efficiency to designing better electronic cooling systems
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Biodiversity
Students discover ecosystems are delicate balancing acts where every organism plays crucial roles. Through investigating crashing honeybee populations or solving Manny Mantis's pesticide protest, conducting nature walks mapping organism connections, experiencing "Dice of Destiny" environmental stressors simulating population changes, and designing solutions protecting threatened coral reefs and wetlands, students learn ecosystem changes ripple through entire webs—complex problems rarely have simple solutions.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
The Yellowstone wolf controversy eruptsβranchers say wolves kill livestock and scare away tourists, while conservationists argue wolves maintain biodiversity and have far-reaching ecosystem impacts. Students follow Mosa Mack as she investigates both perspectives, weighing pros and cons of different solutions (remove wolves? relocate them? compensate ranchers? create protective zones?). By the end, they discover that complex biodiversity problems can have multiple valid solutionsβeach with tradeoffs that must balance human needs with ecosystem health.
β± 40-75 minutes
The Lab
Hands-on Experiment
Take a biodiversity nature walk around your schoolyard. Students photograph or sketch every organism they find (plants, insects, birds, fungi), identify species using field guides and online databases, then create poster diagrams showing how organisms connect in food webs. Next comes the "Dice of Destiny"βroll to encounter an environmental stressor (drought? invasive species? pollution? habitat loss?). Students predict ripple effects through their schoolyard ecosystem and create split-posters showing biodiversity before and after the stressor hits. Small changes, big consequences.
β± 200 minutes
The Engineer
Design Challenge
Choose a threatened ecosystem (coral reefs? rainforests? wetlands? prairies?) and design a solution to preserve its biodiversity and ecological services. Students research specific threats (climate change, deforestation, pollution, overfishing), engineer solutionsβmaybe it's artificial reef structures, wildlife corridors, water filtration systems, or native plant restorationβbuild prototype models, then present and evaluate each other's designs. Real conservation challenges meet engineering design process.
β± 180 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Biodiversity
The Yellowstone wolf controversy eruptsβranchers say wolves kill livestock and scare away tourists, while conservationists argue wolves maintain biodiversity and have far-reaching ecosystem impacts. Students follow Mosa Mack as she investigates both perspectives, weighing pros and cons of different solutions (remove wolves? relocate them? compensate ranchers? create protective zones?). By the end, they discover that complex biodiversity problems can have multiple valid solutionsβeach with tradeoffs that must balance human needs with ecosystem health.
Part of:
Biodiversity
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Biodiversity mystery about wolves in Yellowstone and answer comprehension questions
2
Vocabulary Mind Map Activity
15-45 min
Students build a mind map connecting key biodiversity vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10-15 min
Students complete a quiz to demonstrate understanding of core biodiversity concepts
What Students Will Learn
How predator-prey relationships affect the balance of an ecosystem
The meaning of biodiversity and why it matters to ecosystem health
How the removal or introduction of a single species can have far-reaching effects on an ecosystem
That complex problems often have multiple possible solutions, each with trade-offs
How to use evidence to construct and support a scientific argument
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Biodiversity
Take a biodiversity nature walk around your schoolyard. Students photograph or sketch every organism they find (plants, insects, birds, fungi), identify species using field guides and online databases, then create poster diagrams showing how organisms connect in food webs. Next comes the "Dice of Destiny"βroll to encounter an environmental stressor (drought? invasive species? pollution? habitat loss?). Students predict ripple effects through their schoolyard ecosystem and create split-posters showing biodiversity before and after the stressor hits. Small changes, big consequences.
Part of:
Biodiversity
Lesson Flow
1
Introduction & PowerPoint
15 min
Students review key biodiversity concepts and are introduced to the Schoolyard Nature Walk challenge
2
Nature Walk & Field Journal
60-70 min
Students conduct a biodiversity nature walk, identifying and sketching organisms they observe in the schoolyard ecosystem
3
Schoolyard Biodiversity Diagram
40-50 min
Students create a diagram mapping the connections and relationships between organisms in their schoolyard ecosystem
4
Dice of Destiny: Environmental Stressor
20 min
Students roll to receive an environmental stressor and predict how it would impact biodiversity in their ecosystem
5
Before & After Poster
30-40 min
Students create a poster illustrating biodiversity in the schoolyard before and after the environmental stressor is introduced
6
Presentations & Exit Ticket
25 min
Students present their posters to the class and complete an individual exit ticket
What Students Will Learn
How to identify and classify species within a local ecosystem
How organisms within an ecosystem are interconnected through food and habitat relationships
How environmental stressors such as pollution, invasive species, or deforestation can reduce biodiversity
Why biodiversity is essential to the health and resilience of an ecosystem
How human activity can negatively impact the variety of species in an ecosystem
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab Extension
Biodiversity
As an environmental guide for Eco Tours Company, students will construct food webs to investigate the cycling of matter and energy in the savanna, ocean, and desert ecosystems. They will use their food webs to analyze major ecosystem disruptions to support or refute the claim that an event occuring in one part of the ecosystem will not impact the region's biodiversity. (90 minutes)
Part of:
Biodiversity
Lesson Flow
1
Introduction & Slide Presentation
10-15 min
Students are introduced to a real-world scenario about ecosystem disruptions and challenged to evaluate a claim about whether plant loss affects animals
2
Build a Food Web Model
60-80 min
Students select an ecosystem (desert, ocean, or savanna), categorize organisms as producers, consumers, or decomposers, and construct a food web model
3
Draw a Conclusion
20-30 min
Students use their food web to evaluate whether the disruption of one part of an ecosystem affects the broader biodiversity of the region
4
Exit Ticket: Check for Understanding
10 min
Students answer questions applying food web and biodiversity concepts to new scenarios
What Students Will Learn
How energy flows through an ecosystem via food webs
The roles of producers, consumers, and decomposers in cycling matter and energy
How a disruption to one part of an ecosystem can cascade through the entire food web
How to use a scientific model as evidence to evaluate a claim
Why protecting plant populations is essential to the survival of animals in an ecosystem
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Biodiversity
Choose a threatened ecosystem (coral reefs? rainforests? wetlands? prairies?) and design a solution to preserve its biodiversity and ecological services. Students research specific threats (climate change, deforestation, pollution, overfishing), engineer solutionsβmaybe it's artificial reef structures, wildlife corridors, water filtration systems, or native plant restorationβbuild prototype models, then present and evaluate each other's designs. Real conservation challenges meet engineering design process.
Part of:
Biodiversity
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review ecosystem concepts and are introduced to the engineering design challenge
2
Research an Ecosystem Threat
40-50 min
Students research a real threat to a chosen ecosystem (e.g., plastic pollution, deforestation, overfishing) and analyze its impact on biodiversity
3
Design a Solution
60-70 min
Students brainstorm and design a plan or device to preserve the biodiversity and ecosystem services of their chosen area
4
Presentations & Peer Evaluation
20 min
Students present their design solutions to the class and discuss the pros and cons of competing proposals
What Students Will Learn
How specific threats to ecosystems affect biodiversity and ecosystem services
How to apply research to inform the design of a real-world solution
How to evaluate the trade-offs of different design solutions
The connection between ecosystem health and human well-being (e.g., food sources, climate regulation)
How engineers use scientific knowledge to address environmental problems
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Water Cycle
Students master how water cycles through Earth's systems driven by sun energy and gravity. Through solving water park closure mysteries or investigating how pollution travels through water cycles causing acid rain, experiencing Water Cycle in a Jar demonstrations and dice-rolling water molecule journeys tracking paths through evaporation, condensation, and precipitation, and engineering drought solutions using conservation devices or technical drawings, students learn water continuously recycles never disappearing.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Splashy Land, the famous water park, is forced to closeβdrought brings water restrictions crushing summer fun! Students follow Mosa tracing water's path, discovering the crisis is larger than expected. Water used in the park and community is part of a larger cycle: evaporation (sun heats water β becomes vapor), condensation (vapor cools β forms clouds), precipitation (rain/snow falls), collection (water gathers in oceans/rivers/groundwater), repeat. Mosa's creative solution: treat and recycle wastewater! Wastewater isn't wasteβit's a water source that can be purified and returned to the environment for reuse. Splashy Land reopens using recycled water!
β± 40-75 minutes
The Lab
Hands-on Experiment
Experience the water cycle firsthand! Part 1: Water Cycle in a Jar Demonstrationβobserve 250 mL tap water heated on hot plate, watch evaporation, see condensation on ice-filled beaker above, witness precipitation as droplets fall. Identify stages: boiling, evaporation, melting, condensation, precipitation. Part 2: Water Cycle Journeyβuse 9 dice rolling through stations (ocean, cloud, glacier, river, plant, animal, soil, groundwater, atmosphere), tracking your path as a water molecule. Students might: evaporate from ocean β condense in cloud β precipitate as snow β melt into river β absorbed by plant β transpired into atmosphere. Create annotated diagrams showing multiple possible water molecule paths through the cycle.
β± 200 minutes
The Engineer
Design Challenge
Research a U.S. state experiencing drought using the United States Drought Monitor website, then engineer solutions! Students gather statistics on drought severity, water scarcity impacts, affected regions, then design either: (1) Conservation devicesβrainwater harvesting systems, greywater recycling systems, atmospheric water generators, drip irrigation, fog-catching nets, or (2) Technical drawingsβdetailed plans for water-saving technologies. Build prototypes using cardboard, plastic cups, tubing, coffee filters, sand, gravel, bottles, or create professional technical drawings with specifications. Present drought solutions explaining how designs conserve, capture, or recycle water addressing state-specific challenges.
β± 105β125 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Water Cycle
Splashy Land, the famous water park, is forced to closeβdrought brings water restrictions crushing summer fun! Students follow Mosa tracing water's path, discovering the crisis is larger than expected. Water used in the park and community is part of a larger cycle: evaporation (sun heats water β becomes vapor), condensation (vapor cools β forms clouds), precipitation (rain/snow falls), collection (water gathers in oceans/rivers/groundwater), repeat. Mosa's creative solution: treat and recycle wastewater! Wastewater isn't wasteβit's a water source that can be purified and returned to the environment for reuse. Splashy Land reopens using recycled water!
Part of:
Water Cycle
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Water Cycle mystery and answer comprehension questions about how water moves through Earth's systems
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key water cycle vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz demonstrating their understanding of the water cycle processes and how they connect Earth's spheres
What Students Will Learn
The major processes of the water cycle β evaporation, condensation, precipitation, transpiration, and runoff β and how each moves water between Earth's reservoirs
How energy from the Sun drives the water cycle by powering evaporation and transpiration
How the water cycle connects the hydrosphere, atmosphere, biosphere, and geosphere through the continuous movement of water
How the water cycle plays a critical role in distributing freshwater across the planet and regulating Earth's climate
How human activities such as deforestation, urbanization, and groundwater extraction disrupt the natural water cycle
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Water Cycle
Experience the water cycle firsthand! Part 1: Water Cycle in a Jar Demonstrationβobserve 250 mL tap water heated on hot plate, watch evaporation, see condensation on ice-filled beaker above, witness precipitation as droplets fall. Identify stages: boiling, evaporation, melting, condensation, precipitation. Part 2: Water Cycle Journeyβuse 9 dice rolling through stations (ocean, cloud, glacier, river, plant, animal, soil, groundwater, atmosphere), tracking your path as a water molecule. Students might: evaporate from ocean β condense in cloud β precipitate as snow β melt into river β absorbed by plant β transpired into atmosphere. Create annotated diagrams showing multiple possible water molecule paths through the cycle.
Part of:
Water Cycle
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review water cycle concepts and are introduced to the lab investigation challenge
2
Water Cycle Investigations
60β80 min
Students complete hands-on investigations modeling evaporation, condensation, precipitation, and transpiration, collecting data on how each process transfers water and heat energy between Earth's systems
3
Analyze & Draw Conclusions
20β25 min
Students analyze their investigation data and construct explanations connecting each water cycle process to its role in maintaining the continuous movement of water through Earth's systems
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of the water cycle through analysis questions and real-world applications
What Students Will Learn
How to model each stage of the water cycle in a controlled investigation and identify the energy changes associated with each process
How evaporation and transpiration together drive the movement of water from Earth's surface and living organisms into the atmosphere
How temperature differences drive condensation and precipitation, returning atmospheric water to Earth's surface
How the water cycle is powered by solar energy and gravity working together to continuously circulate water through Earth's systems
How local changes in land use and climate affect the rates of evaporation, condensation, and precipitation in a region
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Water Cycle
Research a U.S. state experiencing drought using the United States Drought Monitor website, then engineer solutions! Students gather statistics on drought severity, water scarcity impacts, affected regions, then design either: (1) Conservation devicesβrainwater harvesting systems, greywater recycling systems, atmospheric water generators, drip irrigation, fog-catching nets, or (2) Technical drawingsβdetailed plans for water-saving technologies. Build prototypes using cardboard, plastic cups, tubing, coffee filters, sand, gravel, bottles, or create professional technical drawings with specifications. Present drought solutions explaining how designs conserve, capture, or recycle water addressing state-specific challenges.
Part of:
Water Cycle
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review water cycle concepts and are introduced to the engineering design challenge
2
Research a Water Cycle Challenge
40β50 min
Students research a real-world water challenge β such as drought, flooding, water scarcity, or groundwater depletion β and analyze how disruptions to the water cycle contribute to that problem
3
Design a Solution
60β70 min
Students design an engineering solution that applies knowledge of water cycle processes to address their chosen challenge
4
Presentations
20β30 min
Students present their research and engineering solutions, explaining the water cycle science behind their design approach
What Students Will Learn
How disruptions to the natural water cycle β from climate change, deforestation, urbanization, or over-extraction β create water-related challenges for communities and ecosystems
How engineers design water collection, filtration, conservation, and distribution systems by applying knowledge of how water moves through Earth's systems
How solutions such as rainwater harvesting, permeable surfaces, wetland restoration, and desalination each address different aspects of the water cycle
How to evaluate the trade-offs and effectiveness of different engineering approaches to a water cycle challenge
The connection between a healthy, functioning water cycle and the availability of freshwater for human communities and natural ecosystems
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Force & Motion
Students investigate how forces affect motion discovering Newton's Laws govern all movement. Through solving mysteriously moving supermarket items or testing levitating car models with magnets, conducting three investigations with marbles and ramps testing each law collecting photo and video evidence, and engineering shopping cart crash protectors using force principles safeguarding eggs during collisions, students learn predicting motion outcomes in everyday situations.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Newton's Supermarket customers are terrifiedβitems move on their own, objects fall mysteriously, shopping carts roll without being pushed. Is it haunted? Students follow Mosa as she analyzes security camera footage and conducts reenactments, discovering that every "paranormal" event follows Newton's Laws. Objects at rest stay at rest until force acts on them (Newton's First Law). Heavy items need more force to move than light ones (Newton's Second Law). When a cart pushes items, items push back on the cart with equal force (Newton's Third Law). No ghostsβjust physics!
β± 45-80 minutes
The Lab
Hands-on Experiment
A local magazine claims mysterious forces are occurring in townβterrifying headlines hurt tourism! Students debunk each claim by completing three investigations with marbles, golf balls, tennis balls, ping pong balls, rulers, ramps, and textbooks. They test: (1) How force affects motion (Newton's First Lawβobjects in motion stay in motion unless acted upon), (2) How mass affects acceleration (Newton's Second Lawβheavier objects need more force), (3) Action-reaction pairs (Newton's Third Lawβequal and opposite reactions). They collect photo/video evidence, connect data to Newton's Laws, and present digital presentations validating each law scientifically.
β± 200 minutes
The Engineer
Design Challenge
Research car crash collisions, then apply that knowledge to redesigning shopping carts that protect precious cargoβraw eggs! Students investigate safety mechanisms (crumple zones, airbags, seatbelts), design shopping cart prototypes using cardboard, bottle caps for wheels, popsicle sticks, cushioning materials, then test by sending carts down ramps into crash boards. Success = egg survives! They measure impact forces, analyze which design features work best (suspension systems? padded interiors? shock absorbers?), and create investment pitches convincing Ms. Newton to fund their invention. Newton's Laws meet real-world engineering.
β±
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Force & Motion
Newton's Supermarket customers are terrifiedβitems move on their own, objects fall mysteriously, shopping carts roll without being pushed. Is it haunted? Students follow Mosa as she analyzes security camera footage and conducts reenactments, discovering that every "paranormal" event follows Newton's Laws. Objects at rest stay at rest until force acts on them (Newton's First Law). Heavy items need more force to move than light ones (Newton's Second Law). When a cart pushes items, items push back on the cart with equal force (Newton's Third Law). No ghostsβjust physics!
Part of:
Force & Motion
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Force & Motion mystery and answer comprehension questions about how forces affect the motion of objects
2
Vocabulary Mind Map Activity
15-45 min
Students build a mind map connecting key force and motion vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10-15 min
Students complete a quiz to demonstrate understanding of forces, motion, and Newton's Laws
What Students Will Learn
How balanced and unbalanced forces affect the motion of an object
Newton's three laws of motion and how each applies to real-world situations
How friction, gravity, and applied forces interact to determine an object's speed and direction
The relationship between mass, force, and acceleration
How to predict changes in an object's motion based on the forces acting upon it
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Force & Motion
A local magazine claims mysterious forces are occurring in townβterrifying headlines hurt tourism! Students debunk each claim by completing three investigations with marbles, golf balls, tennis balls, ping pong balls, rulers, ramps, and textbooks. They test: (1) How force affects motion (Newton's First Lawβobjects in motion stay in motion unless acted upon), (2) How mass affects acceleration (Newton's Second Lawβheavier objects need more force), (3) Action-reaction pairs (Newton's Third Lawβequal and opposite reactions). They collect photo/video evidence, connect data to Newton's Laws, and present digital presentations validating each law scientifically.
Part of:
Force & Motion
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review force and motion concepts and are introduced to the lab investigation challenge
2
Force & Motion Investigations
60-80 min
Students complete a series of hands-on investigations exploring how forces such as friction, gravity, and applied force affect the speed and direction of objects, recording data throughout
3
Analyze & Draw Conclusions
20-25 min
Students analyze their investigation data and connect their observations to Newton's Laws of Motion, writing evidence-based conclusions
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of forces and motion by applying Newton's Laws to new scenarios
What Students Will Learn
How different types of forces β including gravity, friction, and applied forces β affect the motion of objects
How Newton's Laws of Motion predict and explain the behavior of objects under varying force conditions
How to collect and interpret experimental data to identify relationships between force, mass, and acceleration
How to construct scientific conclusions supported by evidence from hands-on investigations
How the principles of force and motion apply to real-world contexts such as sports, transportation, and safety
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Force & Motion
Research car crash collisions, then apply that knowledge to redesigning shopping carts that protect precious cargoβraw eggs! Students investigate safety mechanisms (crumple zones, airbags, seatbelts), design shopping cart prototypes using cardboard, bottle caps for wheels, popsicle sticks, cushioning materials, then test by sending carts down ramps into crash boards. Success = egg survives! They measure impact forces, analyze which design features work best (suspension systems? padded interiors? shock absorbers?), and create investment pitches convincing Ms. Newton to fund their invention. Newton's Laws meet real-world engineering.
Part of:
Force & Motion
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review force and motion concepts, including collision science, and are introduced to the shopping cart redesign engineering challenge
2
Research: Car Crash Collision Science
40-50 min
Students research how forces operate during car collisions and how safety mechanisms such as crumple zones and padding reduce the impact force on passengers (and cargo)
3
Brainstorm, Design & Build the Cart Prototype
80-100 min
Students design and construct a shopping cart prototype that protects a raw egg (representing precious cargo) from breaking during a collision test on a ramp, gathering and bringing their own construction materials
4
Test, Collect Data & Redesign
40-50 min
Student teams test their carts on the class ramp, record performance data, and refine their designs based on results
5
Investment Pitch Presentation
20-30 min
Students present their final cart design and data to the class in the form of an investment pitch to convince "Ms. Newton" to fund their product
What Students Will Learn
How forces involved in collisions can be reduced through thoughtful engineering design
How Newton's Laws of Motion explain what happens to objects β and the things they carry β during a collision
How to apply research on real-world collision safety to inform an engineering design
How to collect, analyze, and use experimental data to evaluate and improve a prototype
How engineers balance competing criteria and constraints when designing a product that must be both functional and protective
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Selection & Adaptations
Students master how genetic variations increase survival probability in specific environments through natural selection. Through solving moth population mysteries or investigating land versus marine iguana divergence conducting simulations, participating in Finch Beak Feeding Frenzy survival games with forks and Froot Loops tracking population data mathematically over generations, and designing biomimicry products inspired by animal and plant adaptations, students learn advantageous traits become common through reproduction.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Caroline the grey-winged moth wants to know why she's the only grey moth when her great-great-grandfather said there were tons of grey moths in his day. Students follow Mosa time-traveling back to the Industrial Revolution when coal factory soot turned tree bark dark. They witness a robin swooping down, easily spotting and eating white-winged moths against dark barkβbut grey moths blend in perfectly, surviving! Natural selection in action: when the environment changed (clean bark β sooty bark), the advantageous trait changed (white camouflage β grey camouflage). Grey moths survived, reproduced, passed traits to offspring. Over generations, grey became common. When pollution cleaned up, white moths had the advantage again, explaining Caroline's situation.
β± 45-80 minutes
The Lab
Hands-on Experiment
The Finch Beak Feeding Frenzy! Students participate in a survival game discovering how different traits affect survival probability. They receive "beaks"βintact plastic forks (some birds), broken forks with fewer prongs (other birds)βthen compete to collect Froot Loops "food" in 9-oz clear cups within timed rounds. Different beak types succeed with different food types. Students track data across multiple generations: count survivors, calculate percentages, graph population changes over time mathematically showing how advantageous traits increase while disadvantageous traits decrease. They produce mini nature documentaries explaining natural selection and adaptation witnessed during the bird beak activity, using evidence from their collected data.
β± 220β230 minutes
The Engineer
Design Challenge
Design biomimicry products using animal or plant adaptations to provide humans with the same benefits! Students select adaptations (gecko feet sticking to walls? owl silent flight? lotus leaf water repellency? cactus water storage? chameleon camouflage? shark skin reducing drag?), identify how the adaptation functions, then engineer human products inspired by these traits: climbing gloves mimicking gecko toe pads, quiet airplane designs copying owl wings, waterproof fabrics based on lotus leaves, desert survival gear using cactus principles. They create poster presentations or construct prototypes, explaining how their designs transfer nature's solutions to human challenges.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Selection & Adaptations
Caroline the grey-winged moth wants to know why she's the only grey moth when her great-great-grandfather said there were tons of grey moths in his day. Students follow Mosa time-traveling back to the Industrial Revolution when coal factory soot turned tree bark dark. They witness a robin swooping down, easily spotting and eating white-winged moths against dark barkβbut grey moths blend in perfectly, surviving! Natural selection in action: when the environment changed (clean bark β sooty bark), the advantageous trait changed (white camouflage β grey camouflage). Grey moths survived, reproduced, passed traits to offspring. Over generations, grey became common. When pollution cleaned up, white moths had the advantage again, explaining Caroline's situation.
Part of:
Selection & Adaptations
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Adaptations mystery about a grey-winged moth during the Industrial Revolution and answer comprehension questions about how adaptations develop in populations over time through natural selection
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key adaptations and natural selection vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz demonstrating their understanding of adaptation, natural selection, and how traits change in populations over time
What Students Will Learn
How natural selection favors individuals whose inherited traits best suit their environment, increasing those individuals' chances of surviving and reproducing
How advantageous traits become more common in a population over generations as individuals with those traits survive and pass them on
How environmental changes β such as industrial pollution or habitat loss β can shift which traits are advantageous, driving rapid changes in a population
The difference between an adaptation (a trait that increases fitness) and a neutral or harmful variation
How camouflage, structural features, and behavioral traits all represent adaptations that improve survival in specific environments
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Selection & Adaptations
The Finch Beak Feeding Frenzy! Students participate in a survival game discovering how different traits affect survival probability. They receive "beaks"βintact plastic forks (some birds), broken forks with fewer prongs (other birds)βthen compete to collect Froot Loops "food" in 9-oz clear cups within timed rounds. Different beak types succeed with different food types. Students track data across multiple generations: count survivors, calculate percentages, graph population changes over time mathematically showing how advantageous traits increase while disadvantageous traits decrease. They produce mini nature documentaries explaining natural selection and adaptation witnessed during the bird beak activity, using evidence from their collected data.
Part of:
Selection & Adaptations
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review adaptation and natural selection concepts and are introduced to the Finch Feeding Frenzy survival game
2
Finch Beak Feeding Frenzy Game
60β80 min
Students use plastic utensils representing different beak types (forks with varying numbers of prongs) to compete for Froot Loop food in timed rounds, collecting data on how many loops each beak type successfully retrieves per round
3
Data Analysis & Population Graphing
30β40 min
Students compile class data into a Master Data Table and create graphs tracking how the population of each beak type changes over rounds, identifying which traits are advantageous in the simulated environment
4
Nature Documentary
60β70 min
Students produce a mini nature documentary script and video that explains what they observed about natural selection and adaptation during the feeding frenzy activity
What Students Will Learn
How genetic variations in traits within a population affect each individual's ability to survive and obtain resources in a specific environment
How individuals with advantageous traits are more likely to survive, reproduce, and pass those traits to the next generation
How to collect, organize, and graph population data to identify trends in how trait frequencies change over time due to natural selection
How mathematical representations of population changes over time provide evidence for natural selection operating in a population
How to communicate scientific findings clearly through a narrative format such as a nature documentary
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab Extension
Selection & Adaptations
Students select a specific plant or animal trait to research and depict the process of adaptation over time in a filmstrip (200 mins)
Part of:
Selection & Adaptations
Lesson Flow
What Students Will Learn
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Selection & Adaptations
Design biomimicry products using animal or plant adaptations to provide humans with the same benefits! Students select adaptations (gecko feet sticking to walls? owl silent flight? lotus leaf water repellency? cactus water storage? chameleon camouflage? shark skin reducing drag?), identify how the adaptation functions, then engineer human products inspired by these traits: climbing gloves mimicking gecko toe pads, quiet airplane designs copying owl wings, waterproof fabrics based on lotus leaves, desert survival gear using cactus principles. They create poster presentations or construct prototypes, explaining how their designs transfer nature's solutions to human challenges.
Part of:
Selection & Adaptations
Lesson Flow
1
Introduction & PowerPoint
7β10 min
Students review adaptation concepts and are introduced to the biomimicry design challenge: designing a product for a human client inspired by an animal or plant adaptation
2
Identify Key Features of the Adaptation
20β30 min
Students identify the specific structural or functional features of the adaptation from The Make that make it effective, sketching and annotating those features as preparation for design
3
Design the Product Prototype
80β100 min
Students design a product that applies the same structural or functional principles as the adaptation to solve a problem for a human client, creating multiple labeled sketches and refining their design
4
Present the Prototype Design
20 min
Students present their final poster designs as if pitching to a client, explaining the adaptation that inspired their product and how the key features translate to a human benefit
What Students Will Learn
How engineers use biomimicry β drawing design inspiration from animal and plant adaptations β to create innovative products that solve human problems
How the same structural principle that makes an adaptation effective in nature can be translated into an engineered product for a different purpose
How to analyze the key features of a biological adaptation and identify which aspects are most relevant to a specific engineering application
How to use the design process β sketching, annotating, revising β to move from a biological observation to a refined product prototype
How Leonardo da Vinci and other innovators throughout history have used close observation of nature as the starting point for technological invention
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Photosynthesis
Students master how plants convert sunlight, COβ, and water into glucose and oxygen supporting all life. Through solving plant health mysteries or investigating tree poisoning crimes with herbicide, gathering evidence spinach leaves photosynthesize by measuring oxygen production and testing for glucose under different light conditions, and engineering optimal light conditions for Elodea plants producing oxygen for aquariums, students discover photosynthesis powers Earth's ecosystems.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Fern the fern dreams of growing tall like the forest's tallest tree, but something's terribly wrongβshe's not growing at all, can't repair her leaves, and feels awful. Students follow Mosa as she consults with a wise canopy layer tree and a singing chloroplast to solve Fern's mystery. The diagnosis: Fern lives at the dark forest floor, receiving insufficient sunlight for photosynthesis! Without adequate light energy, she can't convert carbon dioxide and water into glucose (food) and oxygen. Fern needs more light exposure to fuel the photosynthesis process that powers growth and repair.
β± 45-80 minutes
The Lab
Hands-on Experiment
Gather evidence proving photosynthesis occurs in spinach leaves. Students design and conduct investigations testing for photosynthesis products. They might: use heat lamps providing light energy, measure oxygen production, test for glucose/starch presence in leaves, compare leaves exposed to light vs. darkness, or use indicators showing carbon dioxide consumption. Through careful data collection and analysis, they construct evidence-based arguments demonstrating that spinach leaves exposed to light perform photosynthesisβconverting COβ and HβO into glucose and oxygen using light energy captured by chloroplasts.
β± 150 minutes
The Engineer
Design Challenge
The local pet store ran out of oxygen pumpsβaquarium fish are in danger! Engineer a solution using photosynthesis. Students design investigations testing optimal light conditions for Elodea (aquatic plants) to maintain oxygen-rich water. They experiment with: different light intensities, various distances from light sources, colored filters, and duration of light exposure. Using Phenol Red or Bromothymol Blue indicators to detect COβ changes (showing photosynthesis occurring), baking soda solution providing carbon source, test tubes, beakers, and rulers, they collect data determining ideal lighting conditions maximizing Elodea's oxygen productionβsaving fish through plant biology.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Photosynthesis
Fern the fern dreams of growing tall like the forest's tallest tree, but something's terribly wrongβshe's not growing at all, can't repair her leaves, and feels awful. Students follow Mosa as she consults with a wise canopy layer tree and a singing chloroplast to solve Fern's mystery. The diagnosis: Fern lives at the dark forest floor, receiving insufficient sunlight for photosynthesis! Without adequate light energy, she can't convert carbon dioxide and water into glucose (food) and oxygen. Fern needs more light exposure to fuel the photosynthesis process that powers growth and repair.
Part of:
Photosynthesis
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Photosynthesis mystery and answer comprehension questions about how plants convert light energy into food
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key photosynthesis vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of the photosynthesis process
What Students Will Learn
How photosynthesis converts light energy, water, and carbon dioxide into glucose and oxygen
The role of chlorophyll and chloroplasts in capturing light energy for photosynthesis
How photosynthesis connects the biotic and abiotic components of an ecosystem
Why photosynthesis is the foundation of almost all food webs on Earth
How the inputs and outputs of photosynthesis make plants essential to sustaining life on Earth
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Photosynthesis
Gather evidence proving photosynthesis occurs in spinach leaves. Students design and conduct investigations testing for photosynthesis products. They might: use heat lamps providing light energy, measure oxygen production, test for glucose/starch presence in leaves, compare leaves exposed to light vs. darkness, or use indicators showing carbon dioxide consumption. Through careful data collection and analysis, they construct evidence-based arguments demonstrating that spinach leaves exposed to light perform photosynthesisβconverting COβ and HβO into glucose and oxygen using light energy captured by chloroplasts.
Part of:
Photosynthesis
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review photosynthesis concepts and are introduced to the lab investigation challenge
2
Photosynthesis Investigations
60β80 min
Students complete hands-on lab investigations testing how different conditions (light, COβ, water) affect the rate of photosynthesis in real plant specimens, collecting and recording data
3
Analyze & Draw Conclusions
20β25 min
Students analyze their lab data and construct scientific explanations connecting their observations to the inputs, outputs, and process of photosynthesis
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of photosynthesis through analysis questions and real-world applications
What Students Will Learn
How to identify and measure the products of photosynthesis as evidence that the process is occurring
How changing a single environmental variable affects the rate at which a plant produces glucose and oxygen
How the chemical equation for photosynthesis represents the transformation of matter and energy in living systems
How plants use the glucose produced by photosynthesis as both an energy source and a building material for growth
How to use data collected from a living system as evidence to support or refine a scientific explanation
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Photosynthesis
The local pet store ran out of oxygen pumpsβaquarium fish are in danger! Engineer a solution using photosynthesis. Students design investigations testing optimal light conditions for Elodea (aquatic plants) to maintain oxygen-rich water. They experiment with: different light intensities, various distances from light sources, colored filters, and duration of light exposure. Using Phenol Red or Bromothymol Blue indicators to detect COβ changes (showing photosynthesis occurring), baking soda solution providing carbon source, test tubes, beakers, and rulers, they collect data determining ideal lighting conditions maximizing Elodea's oxygen productionβsaving fish through plant biology.
Part of:
Photosynthesis
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review photosynthesis concepts and are introduced to the engineering design challenge
2
Research & Problem Definition
40β50 min
Students research a real-world problem connected to photosynthesis β such as food security, deforestation, or urban farming β and define the problem they will address
3
Design a Solution
60β70 min
Students design an engineering solution that applies knowledge of photosynthesis to address their chosen problem
4
Presentations
20β30 min
Students present their research and engineering solutions, explaining the photosynthesis science behind their approach
What Students Will Learn
How photosynthesis is essential to food production and why threats to plant life have global consequences for food security
How engineers are designing technologies β such as vertical farms, solar-powered grow lights, and COβ enrichment systems β to optimize photosynthesis in controlled environments
How to apply the inputs and outputs of photosynthesis to evaluate the effectiveness of a proposed agricultural or environmental solution
How deforestation and land use change reduce the planet's capacity for photosynthesis, affecting both ecosystems and the global carbon cycle
How to communicate a science-based engineering solution clearly using evidence from photosynthesis research
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Genetic Variation
Students investigate reproduction at genetic levels discovering asexual versus sexual reproduction differences. Through solving sibling appearance mysteries examining chromosomes or comparing algae and frog reproduction types, conducting inheritance pattern investigations using Punnett squares predicting offspring traits, and engineering genetic diversity projects, students learn how sexual reproduction creates variation while asexual reproduction produces genetically identical offspring.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Algae accuse frogs Paulie and Nicole of lying about being siblingsβthey look so different! Students follow Mosa investigating at the genetic level, discovering crucial reproduction differences. Algae reproduce asexually, simply replicating with all mother's genes passing unchanged, creating identical offspring. Frogs reproduce sexuallyβsperm fertilizes egg, mixing genes from both parents. This creates genetic variation explaining why Paulie and Nicole look different despite being siblings. Students must identify which potential father frog is theirs by matching inherited traits.
β± 150 minutes
The Lab
Hands-on Experiment
Your students design two alien families from scratchβone that reproduces sexually, one asexuallyβand discover how genetic variation (or the lack of it) shapes each generation. It's hands-on genetics with a creative twist, turning abstract inheritance patterns into something they can build, compare, and argue about.
β± 150 minutes
The Engineer
Design Challenge
Here's the challenge: start with a desired trait in an offspring and work backward. What parent combination would you need? Students use reverse engineering to think like geneticists, designing ideal parent pairings to produce specific outcomes. You pose the problem; they wrestle with the geneticsβand discover that inheritance isn't always as predictable as it seems.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Genetic Variation
Algae accuse frogs Paulie and Nicole of lying about being siblingsβthey look so different! Students follow Mosa investigating at the genetic level, discovering crucial reproduction differences. Algae reproduce asexually, simply replicating with all mother's genes passing unchanged, creating identical offspring. Frogs reproduce sexuallyβsperm fertilizes egg, mixing genes from both parents. This creates genetic variation explaining why Paulie and Nicole look different despite being siblings. Students must identify which potential father frog is theirs by matching inherited traits.
Part of:
Genetic Variation
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Genetic Variation mystery about two frogs who look different despite being siblings and answer comprehension questions
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key genetic variation vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of genetic variation and reproduction concepts
What Students Will Learn
The difference between sexual and asexual reproduction and how each affects genetic variation in offspring
Why offspring produced through sexual reproduction look different from each other and from their parents
How traits are inherited from two parents and combined to create unique genetic combinations
Why organisms produced through asexual reproduction are genetically identical to their parent
How genetic variation within a population contributes to the survival of a species
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Genetic Variation
Your students design two alien families from scratchβone that reproduces sexually, one asexuallyβand discover how genetic variation (or the lack of it) shapes each generation. It's hands-on genetics with a creative twist, turning abstract inheritance patterns into something they can build, compare, and argue about.
Part of:
Genetic Variation
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review genetic variation concepts and are introduced to the lab challenge
2
Genetic Variation Lab Investigations
60β80 min
Students complete hands-on investigations exploring how traits are inherited and how sexual reproduction creates genetic variation among offspring, collecting and recording data throughout
3
Analyze & Draw Conclusions
20β25 min
Students analyze their investigation data and construct explanations connecting their results to the mechanisms of inheritance and genetic variation
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of genetic variation through analysis questions
What Students Will Learn
How the combination of genetic material from two parents produces offspring with unique trait combinations
How variation in traits within a population is produced by the mixing of genes during sexual reproduction
How to use models and data to explain patterns of inheritance across generations
Why genetic variation is essential to a population's ability to adapt to changing environments
How to construct a scientific explanation using evidence from a hands-on investigation
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab Extension
Genetic Variation
Students analyze dominant and recessive genes using Punnett squares and apply their knowledge to solve a βbaby swapβ case.
Part of:
Genetic Variation
Lesson Flow
What Students Will Learn
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Genetic Variation
Here's the challenge: start with a desired trait in an offspring and work backward. What parent combination would you need? Students use reverse engineering to think like geneticists, designing ideal parent pairings to produce specific outcomes. You pose the problem; they wrestle with the geneticsβand discover that inheritance isn't always as predictable as it seems.
Part of:
Genetic Variation
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review genetic variation concepts and are introduced to the engineering design challenge
2
Research & Problem Definition
40β50 min
Students research a real-world application of genetic variation science β such as selective breeding, conservation genetics, or disease resistance β and identify a specific problem they will address
3
Design a Solution
60β70 min
Students design an engineering solution or strategy that applies knowledge of genetic variation to address their chosen problem, completing a planning organizer and technical sketch
4
Presentations
20β25 min
Students present their research and design solutions, explaining the genetic science behind their approach
What Students Will Learn
How knowledge of genetic variation can be applied to real-world challenges in agriculture, conservation, and medicine
How selective breeding and genetic engineering use principles of inheritance to produce organisms with desired traits
How genetic diversity within a population affects its resilience and long-term survival
How to use research to identify and define a problem that can be addressed through an engineering solution
How to communicate a science-based design solution clearly using evidence and reasoning
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Atoms & Molecules
Students investigate matter at atomic and molecular levels discovering that appearance reveals nothing about internal structure. Through exploring reactive elements with interactive periodic tables or solving Chef Crystal's molecular mystery, building atom models with electrons and energy levels, testing conservation of mass in chemical reactions, and designing element character profiles, students learn how atomic structure determines everything from reactivity to taste.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Customers are returning Chef Crystal's famous crΓ¨me brΓ»lΓ©eβsomething is wrong with the taste! Students follow Mosa Mack as she uses a quantum microscope to zoom into the molecular level, discovering that an unlikely collection of atoms and molecules is to blame. By the end, they understand that while substances may look identical to our eyes, their molecular composition tells a completely different story.
β± 45-80 minutes
The Lab
Hands-on Experiment
Students become atom architects. They color, cut, and assemble models showing electrons orbiting in energy levels around the nucleus. Then they explore bondingβdiscovering that atoms with incomplete outer shells desperately want to bond with other atoms to become stable. Finally, they build molecular models (HβO, Hβ, HβOβ) using their atom cutouts, presenting findings on why atoms bond and how molecules form. It's kinesthetic chemistry that makes the invisible visible.
β± 150 minutes
The Engineer
Design Challenge
Create an element character profileβcomplete with personality! Students research an element from the periodic table, learning its atomic number, mass, properties, reactivity, and real-world uses. Then they personify their element: Is Helium bubbly and social because it's so light? Is Iron strong and dependable? They design character cards with drawings and present their element's "personality" based on scientific properties. It's periodic table meets creative storytelling.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Atoms & Molecules
Customers are returning Chef Crystal's famous crΓ¨me brΓ»lΓ©eβsomething is wrong with the taste! Students follow Mosa Mack as she uses a quantum microscope to zoom into the molecular level, discovering that an unlikely collection of atoms and molecules is to blame. By the end, they understand that while substances may look identical to our eyes, their molecular composition tells a completely different story.
Part of:
Atoms & Molecules
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the animated Atoms & Molecules mystery and answer questions as they go
2
Vocabulary Mind Map Activity
15-45 min
Students build a mind map connecting key chemistry vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10-15 min
Students complete a quiz to demonstrate understanding of core lesson concepts
What Students Will Learn
How atoms combine to form molecules
The role of protons and electrons in defining an element
How two substances can look identical but be made of different molecules
The difference between covalent and ionic bonding
How to use evidence to support a scientific explanation
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Atoms & Molecules
Students become atom architects. They color, cut, and assemble models showing electrons orbiting in energy levels around the nucleus. Then they explore bondingβdiscovering that atoms with incomplete outer shells desperately want to bond with other atoms to become stable. Finally, they build molecular models (HβO, Hβ, HβOβ) using their atom cutouts, presenting findings on why atoms bond and how molecules form. It's kinesthetic chemistry that makes the invisible visible.
Part of:
Atoms & Molecules
Lesson Flow
1
Introduction & Presentation
10-15 min
Students review key concepts from The Solve and are introduced to their three Make tasks
2
Task 1: Building Atoms
20 min
Students build Bohr model diagrams of atoms by placing the correct number of protons, neutrons, and electrons
3
Task 2: Explore Bonding
20 min
Students use their atomic models to explore how atoms with incomplete outer shells bond with one another
4
Task 3: Building Molecular Models
20 min
Students combine atoms to create molecules and diagram the covalent bonds between them
5
Research & Present
60 min
Students research their molecule's properties and present their atomic and molecular models to the class
6
Exit Ticket
10 min
Students complete an individual reflection connecting atomic structure to the upcoming engineering challenge
What Students Will Learn
How to model the structure of an atom using a Bohr diagram
How the number of electrons in an outer shell determines how an atom bonds with others
How atoms combine through covalent bonding to form stable molecules
How the properties of a molecule differ from the properties of its individual atoms
How to communicate scientific findings through models and presentations
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab Extension
Atoms & Molecules
Does matter appear or disappear during chemical reactions? Students conduct three investigations: (1) observe a lava lamp experiment with Alka-Seltzer, oil, and water; (2) measure mass before and after a balloon-bottle chemical reaction; (3) use color-coded Lego bricks to model chemical equations (carbon + oxygen β carbon dioxide). By weighing, counting, and modeling, they prove the law of conservation of massβatoms rearrange during reactions, but never disappear.
Part of:
Atoms & Molecules
Lesson Flow
1
Introduction
15-20 min
Students review prior concepts and are introduced to the central question: is matter lost or conserved in a chemical reaction?
2
Part 1: Bubbling Up!
15 min
Students observe a lava lamp experiment and evaluate competing student claims about what happens to matter during a chemical reaction
3
Part 2: Measuring Matter
40 min
Students conduct the lava lamp experiment, measuring the mass of the system before and after the chemical reaction to gather data
4
Part 3: Modeling Chemical Reactions
40 min
Students use Lego bricks to model the reactants and products of a chemical reaction and analyze whether atoms are gained or lost
5
Part 4: Report Your Findings
15 min
Students use their experimental evidence to evaluate the competing claims and write a scientific report supporting the correct one
6
Exit Ticket
15-20 min
Students demonstrate their understanding of the Law of Conservation of Matter through analysis questions and real-world scenarios
What Students Will Learn
The Law of Conservation of Matter and how it applies to chemical reactions
How to identify the reactants and products in a chemical equation
How atoms rearrange during a chemical reaction to form new substances
How to use experimental data and physical models as evidence to support a scientific claim
How to recognize signs that a chemical reaction is taking place
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer - Option 1
Atoms & Molecules
Create an element character profileβcomplete with personality! Students research an element from the periodic table, learning its atomic number, mass, properties, reactivity, and real-world uses. Then they personify their element: Is Helium bubbly and social because it's so light? Is Iron strong and dependable? They design character cards with drawings and present their element's "personality" based on scientific properties. It's periodic table meets creative storytelling.
Part of:
Atoms & Molecules
Lesson Flow
1
Introduction & PowerPoint Presentation
7-10 min
Introduce the Engineer Activity and provide examples for completing the Planning Organizer and Element Character card
2
Element Selection & Research
60-70 min
Students select and research an element from the periodic table
3
Create Element Character
50-60 min
Students create an Element Character card that reflects their element's properties
4
Presentation Preparation
10-15 min
Students prepare their Element Character presentations
5
Student Presentations & Assessment
10 min
Students present their Element Characters to the class and complete an assessment
What Students Will Learn
Properties of different elements on the periodic table
How physical and chemical properties differ
How elements combine to form compounds
The relationship between an element's properties and its real-world uses
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer - Option 2
Atoms & Molecules
Choose from two options! 1. Students select an element from the Periodic Table, research its chemical and physical properties, and design a character from their element research OR 2. Students select an element or compound, research its chemical and physical properties, and design a new product or futuristic material. (150 minutes).
Part of:
Atoms & Molecules
Lesson Flow
What Students Will Learn
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
States of Matter
Students discover adding or removing thermal energy affects particle motion, temperature, and state transitions. Through solving lake transformation accusations or investigating wood frog freezing survival with cryoprotectants, conducting four investigations testing metal ball thermal expansion, food coloring mixing rates, butter boat phase changes, and soda can air pressure, and engineering solutions for Particleville's pothole and water problems, students master states of matter principles.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Birds are furious at humansβevery winter, humans pave their lake with "white tar," then steal water for swimming pools! Mosa stands accused representing the human race. Students follow her year-long investigation gathering evidence. The discovery: it's the same substanceβwaterβbehaving differently in different states! Winter: water molecules slow down as thermal energy decreases, arrange in fixed patterns, freeze into ice (solid stateβthe "white tar"). Summer: thermal energy increases, molecules move faster, ice melts to liquid water that humans use for pools. Same HβO molecules, different arrangements and motion explain the mystery. Birds learn about states of matter!
β± 45-80 minutes
The Lab
Hands-on Experiment
Determine the best protocol for storing, transporting, and thawing plasma between hospitals! Students conduct four investigations understanding thermal energy and particle motion relationships. Investigation 1: Metal Ball and Ringβobserve thermal expansion when adding/removing heat affects average kinetic energy. Station 1: Food Coloring in Waterβwatch food coloring spread faster in hot water (particles move faster) than cold water (particles move slower). Station 2: Butter Boatsβinvestigate phase change as butter melts from solid to liquid with added thermal energy. Investigation 3: Soda Can Air Pressureβobserve can crushing when cooling changes gas pressure. Investigation 4: PhET Simulationβmanipulate variables testing pressure relationships. Develop models predicting state changes.
β± 115β155 minutes
The Engineer
Design Challenge
The city of Particleville faces two problems: (1) Excessive potholes plaguing roads, (2) Desperate demand for fresh water threatening the community. Students select one problem and engineer solutions using states of matter knowledge. Pothole solutions might involve: materials that expand/contract less with temperature changes, self-healing asphalt using phase-change materials, coatings preventing freeze-thaw damage. Water solutions might involve: atmospheric water generators condensing water vapor from air, fog-catching nets, desalination systems converting saltwater to freshwater, water recycling technologies. They research materials, create technical diagrams or prototypes, and present designs explaining how controlling state changes solves community problems.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
States of Matter
Birds are furious at humansβevery winter, humans pave their lake with "white tar," then steal water for swimming pools! Mosa stands accused representing the human race. Students follow her year-long investigation gathering evidence. The discovery: it's the same substanceβwaterβbehaving differently in different states! Winter: water molecules slow down as thermal energy decreases, arrange in fixed patterns, freeze into ice (solid stateβthe "white tar"). Summer: thermal energy increases, molecules move faster, ice melts to liquid water that humans use for pools. Same HβO molecules, different arrangements and motion explain the mystery. Birds learn about states of matter!
Part of:
States of Matter
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack States of Matter mystery about birds accusing humans of stealing their lake and answer comprehension questions about how water can exist as a solid, liquid, and gas
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key states of matter vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz demonstrating their understanding of states of matter and how changes in thermal energy drive phase changes
What Students Will Learn
The three states of matter β solid, liquid, and gas β and how the arrangement and motion of particles differs in each state
How adding or removing thermal energy causes particles to speed up or slow down, driving phase changes between states
How the same substance can exist as a solid, liquid, or gas depending on temperature and pressure
How particle motion explains the observable properties of each state of matter, such as definite shape, volume, and compressibility
How understanding states of matter helps explain everyday phenomena like evaporation, condensation, freezing, and melting
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
States of Matter
Determine the best protocol for storing, transporting, and thawing plasma between hospitals! Students conduct four investigations understanding thermal energy and particle motion relationships. Investigation 1: Metal Ball and Ringβobserve thermal expansion when adding/removing heat affects average kinetic energy. Station 1: Food Coloring in Waterβwatch food coloring spread faster in hot water (particles move faster) than cold water (particles move slower). Station 2: Butter Boatsβinvestigate phase change as butter melts from solid to liquid with added thermal energy. Investigation 3: Soda Can Air Pressureβobserve can crushing when cooling changes gas pressure. Investigation 4: PhET Simulationβmanipulate variables testing pressure relationships. Develop models predicting state changes.
Part of:
States of Matter
Lesson Flow
1
Introduction & PowerPoint
15 min
Students review states of matter concepts and are introduced to the plasma transport challenge β determining the best protocol for storing, transporting, and thawing medical plasma
2
Investigation 1: Metal Ball & Ring Demo
20β25 min
Students observe a metal ball-and-ring demonstration to understand how adding and removing thermal energy changes the size of a solid and affects its particle motion
3
Investigation 2: Food Coloring & Water Mixing
20β25 min
Students observe how food coloring disperses at different rates in cold, room temperature, and warm water to investigate how temperature affects particle motion in liquids
4
Investigation 3: Butter Boats
20β25 min
Students investigate phase change by floating butter boats in very warm water and observing how adding thermal energy changes butter from solid to liquid
5
Investigation 4: Air Pressure on a Soda Can & PhET Simulation
30β40 min
Students observe a teacher demonstration of a soda can being crushed by rapid temperature change, then complete an online PhET simulation exploring how pressure changes with temperature in gases
6
Exit Ticket: Check for Understanding
10 min
Students synthesize their four investigation findings to explain the relationship between thermal energy, particle motion, and state of matter
What Students Will Learn
How adding thermal energy to a substance increases the average kinetic energy of its particles, causing it to expand or change state
How removing thermal energy slows particle motion, causing substances to contract or transition to a more ordered state
How the rate of particle motion in a liquid affects observable properties such as the speed at which substances mix
How changes in thermal energy and pressure are interconnected and together determine the state of a substance
How to design a protocol for storing and transporting a temperature-sensitive material by applying knowledge of phase changes and thermal energy
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
States of Matter
The city of Particleville faces two problems: (1) Excessive potholes plaguing roads, (2) Desperate demand for fresh water threatening the community. Students select one problem and engineer solutions using states of matter knowledge. Pothole solutions might involve: materials that expand/contract less with temperature changes, self-healing asphalt using phase-change materials, coatings preventing freeze-thaw damage. Water solutions might involve: atmospheric water generators condensing water vapor from air, fog-catching nets, desalination systems converting saltwater to freshwater, water recycling technologies. They research materials, create technical diagrams or prototypes, and present designs explaining how controlling state changes solves community problems.
Part of:
States of Matter
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review states of matter concepts and are introduced to Particleville's two problems: excessive potholes and a shortage of fresh water
2
Choose a Problem & Define the Challenge
15β20 min
Students select one of Particleville's two problems and identify how changes in states of matter are at the core of that problem
3
Design a Solution
90β100 min
Students complete the planning organizer and design a solution to their chosen problem, creating a final technical drawing with a creative title, labeled parts, dimensions, and annotations explaining how the solution works using states of matter science
4
Presentations
20 min
Students present their final prototype designs to the class, explaining how their solution addresses Particleville's problem using their knowledge of particle motion and phase change
What Students Will Learn
How the properties of materials in different states of matter determine whether they are suitable for engineering applications like road repair or water purification
How phase changes can be harnessed or controlled in engineering to solve practical problems involving temperature, pressure, or material strength
How understanding particle motion explains why certain materials fail under specific conditions, such as road surfaces cracking in freeze-thaw cycles
How engineers select and test materials by evaluating how those materials behave across different states and temperatures
How to justify an engineering design decision using scientific evidence about the behavior of matter at the particle level
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Climate Change & Ecological Footprint
Students investigate Earth's changing climate and human impact on planetary systems. Through examining rising global temperatures with data analysis or solving ice melting mysteries, conducting ecological footprint calculations comparing resource consumption across lifestyles, and designing solutions reducing carbon emissions through renewable energy proposals or sustainable community planning, students discover connections between daily choices and planetary health learning how individual actions scale to global consequences.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Sea levels are rising around the worldβbut why? Students follow Mosa as she investigates this global mystery, gathering evidence about greenhouse gases, atmospheric warming, melting ice caps, and thermal expansion. By the end, they understand how increased COβ traps heat in Earth's atmosphere, causing glaciers to melt and oceans to expand, threatening coastal communities worldwide.
β± 45-80 minutes
The Lab
Hands-on Experiment
Model the greenhouse effect with two plastic containers, thermometers, and a heat lamp. One container is open to air, the other is sealed (representing trapped greenhouse gases). Students place both under identical lamps, measure temperature changes every few minutes, graph their data, and discover that the sealed container heats up significantly moreβjust like Earth's atmosphere traps heat when greenhouse gas concentrations rise. Real data, clear cause and effect.
β± 150 minutes
The Engineer
Design Challenge
Calculate your carbon footprint, then design a solution to reduce it. Students analyze U.S. greenhouse gas emissions data by source (transportation? electricity? agriculture?), use online calculators to measure their personal carbon footprints, research one major emissions source, then engineer a solutionβmaybe it's solar-powered cars, carbon-capture technology, or sustainable farming methods. They build models and present designs for reducing humanity's impact on climate.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Climate Change & Ecological Footprint
Sea levels are rising around the worldβbut why? Students follow Mosa as she investigates this global mystery, gathering evidence about greenhouse gases, atmospheric warming, melting ice caps, and thermal expansion. By the end, they understand how increased COβ traps heat in Earth's atmosphere, causing glaciers to melt and oceans to expand, threatening coastal communities worldwide.
Part of:
Climate Change & Ecological Footprint
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Climate Change animated mystery about rising sea levels and answer comprehension questions
2
Vocabulary Mind Map Activity
15-45 min
Students build a mind map connecting key climate change vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10-15 min
Students complete a quiz to demonstrate understanding of core climate change concepts
What Students Will Learn
The causes and effects of rising global temperatures and sea levels
How the greenhouse effect works and why greenhouse gases trap heat in Earth's atmosphere
The relationship between human activity, fossil fuel use, and climate change
How changes in one part of Earth's systems can have wide-reaching environmental consequences
How to use evidence to explain a scientific phenomenon
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Climate Change & Ecological Footprint
Model the greenhouse effect with two plastic containers, thermometers, and a heat lamp. One container is open to air, the other is sealed (representing trapped greenhouse gases). Students place both under identical lamps, measure temperature changes every few minutes, graph their data, and discover that the sealed container heats up significantly moreβjust like Earth's atmosphere traps heat when greenhouse gas concentrations rise. Real data, clear cause and effect.
Part of:
Climate Change & Ecological Footprint
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review greenhouse effect concepts and are introduced to the greenhouse model lab challenge
2
Plan the Experiment
15 min
Students complete a planning organizer, predicting how a sealed container will behave differently from an open one under simulated sunlight
3
Build & Run the Greenhouse Models
40-50 min
Students construct two container models (one with a lid, one without), place them equidistant from a lamp, and record temperature data at timed intervals
4
Analyze, Graph & Conclude
20-25 min
Students graph their temperature data, compare the two containers, and write conclusions about how greenhouse gases trap heat in Earth's atmosphere
What Students Will Learn
How greenhouse gases trap heat in Earth's atmosphere, causing global temperatures to rise
How to design and conduct a controlled experiment to model a real-world phenomenon
How to collect, graph, and interpret data to identify patterns and support conclusions
The relationship between a model and the real-world system it represents
How scientific evidence from experiments can be used to explain environmental phenomena
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Climate Change & Ecological Footprint
Calculate your carbon footprint, then design a solution to reduce it. Students analyze U.S. greenhouse gas emissions data by source (transportation? electricity? agriculture?), use online calculators to measure their personal carbon footprints, research one major emissions source, then engineer a solutionβmaybe it's solar-powered cars, carbon-capture technology, or sustainable farming methods. They build models and present designs for reducing humanity's impact on climate.
Part of:
Climate Change & Ecological Footprint
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review greenhouse gas data and are introduced to the carbon footprint engineering challenge
2
Graph Analysis & Carbon Footprint Calculation
30-40 min
Students analyze graphs of US greenhouse gas emissions, emissions by source, and population growth, then calculate and reflect on their personal carbon footprints
3
Research a Greenhouse Gas Source
40-50 min
Students select a leading source of greenhouse gas emissions (e.g., transportation, electricity, residential use) and research its impact and potential solutions
4
Design a Solution
60-80 min
Students design a model, campaign, or product that would meaningfully reduce the carbon footprint associated with their chosen emissions source
5
Presentations
20-30 min
Students present their research findings and design solutions to the class
What Students Will Learn
How different human activities contribute to greenhouse gas emissions and climate change
How to calculate and interpret a personal carbon footprint
How to analyze data from multiple graphs to identify causes and trends in climate change
How engineering solutions and behavior change can reduce a source of greenhouse gas emissions
The relationship between individual choices, societal systems, and global environmental impact
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Potential & Kinetic Energy
Students learn energy constantly transforms while total amount stays constant through conservation principles. Through solving energy transformation mysteries or analyzing rollercoaster ride physics, conducting experiments with marbles and ramps measuring energy at different heights calculating potential-to-kinetic conversions, and engineering marble run contraptions maximizing energy transfers or designing amusement park rides, students discover how position and motion relate to energy.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Engineers at Kinetic Kars can't figure out why their new roller coaster won't complete its track. Students follow Mosa as she runs experiments to solve the engineering puzzle, discovering how potential energy (stored at height) converts to kinetic energy (motion) and why mass and speed matter. By the end, they can explain the relationship between the two energy types and predict what it takes to keep a coaster moving.
β± 40-75 minutes
The Lab
Hands-on Experiment
The Alleycats bowling team needs championship-level advice: what height should they release the ball from, and should they use a heavier ball? Students build marble ramps, systematically test different heights and marble masses, measure how far the marble knocks an index card, and graph their data. The conclusion? Height and mass both affect kinetic energyβbut one matters way more than you'd think.
β± 120 minutes
The Engineer
Design Challenge
Design a roller coaster that maximizes energy transfer and delivers a marble into a cup at the finish line. Students use foam pipe insulation to engineer tracks with at least one loop, one banked curve, and enough initial potential energy to complete the entire run. They test, troubleshoot, adjust heights, and present their final designsβdiscovering firsthand why roller coaster engineers obsess over every inch of track elevation.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Potential & Kinetic Energy
Engineers at Kinetic Kars can't figure out why their new roller coaster won't complete its track. Students follow Mosa as she runs experiments to solve the engineering puzzle, discovering how potential energy (stored at height) converts to kinetic energy (motion) and why mass and speed matter. By the end, they can explain the relationship between the two energy types and predict what it takes to keep a coaster moving.
Part of:
Potential & Kinetic Energy
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Potential and Kinetic Energy mystery and answer comprehension questions about how energy is stored and transferred
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key potential and kinetic energy vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of potential and kinetic energy concepts
What Students Will Learn
The difference between potential energy (stored energy based on position or condition) and kinetic energy (energy of motion)
How potential energy is converted into kinetic energy as an object moves, and vice versa
How the mass and height of an object determine the amount of gravitational potential energy it stores
How the speed and mass of a moving object determine its kinetic energy
How energy is conserved through transfers between potential and kinetic forms
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Potential & Kinetic Energy
The Alleycats bowling team needs championship-level advice: what height should they release the ball from, and should they use a heavier ball? Students build marble ramps, systematically test different heights and marble masses, measure how far the marble knocks an index card, and graph their data. The conclusion? Height and mass both affect kinetic energyβbut one matters way more than you'd think.
Part of:
Potential & Kinetic Energy
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review potential and kinetic energy concepts and are introduced to the bowling challenge lab
2
Investigation 1: Height & Potential Energy
35β40 min
Students vary the height of a ramp and measure how far a marble moves an index card at the bottom to determine which height provides the most potential energy, conducting three trials per height and calculating averages
3
Investigation 2: Mass & Kinetic Energy
30β35 min
Students vary the mass of the object rolling down the ramp and measure the resulting impact to determine how mass affects kinetic energy at the bottom of the ramp
4
Analyze Data & Make a Recommendation
20β25 min
Students analyze their complete data set and use it to make an evidence-based recommendation to the Alleycats bowling team about the optimal height and mass for maximizing energy in their game
5
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of potential and kinetic energy through analysis questions
What Students Will Learn
How the height of a ramp directly affects the amount of gravitational potential energy an object has before it is released
How increasing the mass of an object increases both its potential and kinetic energy
How to design and conduct a controlled experiment with multiple trials to produce reliable data on energy transfer
How to calculate averages and use data tables to identify patterns and draw evidence-based conclusions
How potential energy at the top of a ramp is converted into kinetic energy at the bottom, and how that kinetic energy transfers to other objects upon impact
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Potential & Kinetic Energy
Design a roller coaster that maximizes energy transfer and delivers a marble into a cup at the finish line. Students use foam pipe insulation to engineer tracks with at least one loop, one banked curve, and enough initial potential energy to complete the entire run. They test, troubleshoot, adjust heights, and present their final designsβdiscovering firsthand why roller coaster engineers obsess over every inch of track elevation.
Part of:
Potential & Kinetic Energy
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review potential and kinetic energy concepts and are introduced to the roller coaster engineering challenge
2
Plan the Roller Coaster Design
20β30 min
Students complete a planning organizer, designing a roller coaster track system that must include at least one loop, one banked curve, and successfully deliver a marble into a cup at the end
3
Build the Roller Coaster
60β70 min
Working in teams, students construct their roller coaster track using foam pipe insulation sections and tape, adjusting height and track design to maximize potential and kinetic energy
4
Test, Collect Data & Redesign
30β40 min
Students test their roller coaster, observe where the marble loses or gains energy, identify design weaknesses, and make evidence-based improvements to achieve a successful run
5
Sketch, Annotate & Present
20β25 min
Students document their final design with an annotated sketch explaining how their roller coaster maximizes potential and kinetic energy, then present their solution to the class
What Students Will Learn
How maximizing starting height increases the gravitational potential energy available to power a roller coaster
How potential energy converts to kinetic energy as the marble descends and how energy is lost to friction and the track throughout the ride
How design features such as loop size, track stability, and starting height affect whether a marble can successfully complete the course
How to use data from prototype testing to identify energy loss points and make targeted design improvements
How roller coaster engineers apply the principles of energy transformation to design rides that deliver thrilling motion while keeping riders safe
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Renewable Resources
Students discover resource limitations and human impacts requiring transitions to sustainable alternatives. Through investigating fossil fuel mysteries or exploring climate crisis connections, creating annotated diagrams showing how Earth's resources distribute unevenly from geological processes analyzing renewable versus nonrenewable formations, and engineering conservation plans or mitigation solutions addressing resource scarcity in affected regions, students learn energy source choices impact planetary health.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Jody and classmates arrive home on the last day of school to terrible newsβsummer vacations are canceled! Gas prices have skyrocketed beyond affordability. Students follow Mosa as she travels worldwide investigating the cause. The discovery: fossil fuels (coal, oil, natural gas) formed from ancient plants and animals over millions of years. Humans are consuming these nonrenewable resources faster than Earth can replenish them. As supplies dwindle, prices soar. The solution? Mosa suggests switching to renewable resources (solar, wind, water) that naturally replenish and can power vehicles and homesβpotentially saving summer vacation plans!
β± 40-75 minutes
The Lab
Hands-on Experiment
Create annotated diagrams explaining how uneven distribution of Earth's mineral, energy, and groundwater resources results from past and current geoscience processes. Students research renewable resources (solar energy distribution varies by latitude, wind patterns concentrated in specific regions, hydroelectric power requires water sources) and nonrenewable resources (coal deposits from ancient swamps, oil from marine organism accumulation, natural gas in specific geological formations). Diagrams illustrate: where resources are located globally, why they're distributed unevenly, how they're limited and typically non-renewable, how human removal changes distributions, and short/long-term consequences for people and environments.
β± 120 minutes
The Engineer
Design Challenge
Design a plan to either (1) conserve a natural resource or (2) mitigate uneven distribution of a natural resource. Conservation examples: rainwater harvesting systems, energy-efficient building designs, water recycling programs, reduced consumption campaigns, fossil fuel alternatives. Mitigation examples: renewable energy infrastructure for resource-poor regions, water pipeline networks, battery storage systems for inconsistent solar/wind power, resource sharing agreements between nations. Students research their chosen challenge, develop engineering solutions with diagrams and prototypes, explain environmental and societal benefits, and present plans showing how designs address resource limitations or distribution inequities.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Renewable Resources
Jody and classmates arrive home on the last day of school to terrible newsβsummer vacations are canceled! Gas prices have skyrocketed beyond affordability. Students follow Mosa as she travels worldwide investigating the cause. The discovery: fossil fuels (coal, oil, natural gas) formed from ancient plants and animals over millions of years. Humans are consuming these nonrenewable resources faster than Earth can replenish them. As supplies dwindle, prices soar. The solution? Mosa suggests switching to renewable resources (solar, wind, water) that naturally replenish and can power vehicles and homesβpotentially saving summer vacation plans!
Part of:
Renewable Resources
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Renewable Resources mystery about skyrocketing gas prices and answer comprehension questions about why some resources run out while others can be renewed
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key renewable and nonrenewable resources vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz demonstrating their understanding of the difference between renewable and nonrenewable resources and the impact of human overuse
What Students Will Learn
The difference between renewable resources (which cycle quickly and can be replenished) and nonrenewable resources (which cycle slowly and can be depleted)
How human removal and overuse of natural resources can have drastic short- and long-term effects on the environment
How the uneven distribution of resources around the world affects which communities have access to them
Why transitioning to renewable energy sources is critical for sustaining both human society and natural ecosystems
How to use evidence from a real-world mystery to explain the connection between resource use and environmental impact
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Renewable Resources
Create annotated diagrams explaining how uneven distribution of Earth's mineral, energy, and groundwater resources results from past and current geoscience processes. Students research renewable resources (solar energy distribution varies by latitude, wind patterns concentrated in specific regions, hydroelectric power requires water sources) and nonrenewable resources (coal deposits from ancient swamps, oil from marine organism accumulation, natural gas in specific geological formations). Diagrams illustrate: where resources are located globally, why they're distributed unevenly, how they're limited and typically non-renewable, how human removal changes distributions, and short/long-term consequences for people and environments.
Part of:
Renewable Resources
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review renewable and nonrenewable resource concepts and are introduced to the research and annotated diagram challenge
2
Research Assigned Resources
50β60 min
Working in pairs, students research one nonrenewable and one renewable resource, investigating how each is distributed throughout the world, why it is or isn't renewable, and what its positive and negative impacts are on society and the environment
3
Create Annotated Diagrams & Compare Resource Cycles
40β50 min
Students create annotated visual presentations for each resource and compare their cycles side by side, illustrating how each resource forms, is extracted, and is used
4
Class Presentations & World Map
20 min
Each pair presents their research and marks the distribution of their resources on a large world map, building a class-wide picture of global resource distribution
5
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of resource distribution, renewability, and environmental impact through analysis questions
What Students Will Learn
How nonrenewable resources form through geological processes over millions of years and why their extraction rate far exceeds their formation rate
How renewable resources are replenished naturally through ongoing Earth processes such as the water cycle, solar energy, and wind patterns
How the geological history of a region determines what natural resources are found there and how this creates uneven global distribution
How overuse of nonrenewable resources leads to environmental degradation including habitat destruction, pollution, and climate change
How to use research and annotated diagrams to communicate the global distribution and human impact of a natural resource
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Renewable Resources
Design a plan to either (1) conserve a natural resource or (2) mitigate uneven distribution of a natural resource. Conservation examples: rainwater harvesting systems, energy-efficient building designs, water recycling programs, reduced consumption campaigns, fossil fuel alternatives. Mitigation examples: renewable energy infrastructure for resource-poor regions, water pipeline networks, battery storage systems for inconsistent solar/wind power, resource sharing agreements between nations. Students research their chosen challenge, develop engineering solutions with diagrams and prototypes, explain environmental and societal benefits, and present plans showing how designs address resource limitations or distribution inequities.
Part of:
Renewable Resources
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review resource concepts and are introduced to the Resourceville engineering challenge: designing a plan to either conserve a natural resource or mitigate its uneven distribution
2
Identify the Resource & Define the Problem
20β25 min
Students choose one of the resources they studied in The Make and identify whether they will focus on conservation (reducing overuse) or mitigation (addressing uneven distribution)
3
Design the Solution
80β100 min
Students go through the engineering design process to plan and design a technical drawing or 3D model of their conservation or mitigation solution
4
Present to Resourceville
20 min
Students present their final solutions to the class as if presenting to the town council of Resourceville, explaining how their design addresses the resource problem
What Students Will Learn
How engineering solutions can be designed to conserve natural resources by reducing waste, improving efficiency, or replacing nonrenewable sources with renewable ones
How engineers address the uneven distribution of natural resources by designing systems that improve access or reduce dependency
How to apply research from a scientific investigation to inform and justify an engineering design decision
How the same resource problem can be approached with multiple different engineering solutions, each with its own trade-offs
How to communicate an evidence-based engineering solution using technical drawings, annotations, and a clear oral presentation
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Plate Tectonics
Students master how continental drift and plate tectonics reshape Earth's landscape over geological time. Through solving fossil distribution mysteries across continents or investigating whale bones in desert locations, reconstructing Pangaea using fossil and geologic data creating "before and after" maps showing continental positions, and designing modern equipment measuring plate movement gathering data proving plates still shift today, students analyze evidence for plate motion.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Lystrosaurus bones found on three separate continentsβAfrica, India, and Antarctica! The Triassic Park guide calls it impossibleβhow can one creature's fossils be distributed so widely? Students follow Mosa as she time-travels beneath oceans and across Earth's surface, discovering Earth's structure: inner core, outer core, mantle, and crust. The crust is broken into tectonic plates floating on the mantle's hot, slowly moving magma (convection currents). Millions of years ago, these continents were connected in the supercontinent Pangaea. As plates drifted apart, Lystrosaurus fossils separatedβcontinental drift explains the distribution!
β± 45-80 minutes
The Lab
Hands-on Experiment
Act as an archaeological team reconstructing Pangaea! Students analyze fossil evidence (Lystrosaurus in Africa/India/Antarctica, Mesosaurus in Africa/South America, Glossopteris fern across southern continents, Cynognathus in South Africa/South America) and continental shapes. They cut out continent pieces, use logic and evidence to position landforms as they appeared 200 million years ago, construct a Pangaea "before" map by tracing continents in their connected supercontinent formation, create an "after" map showing current positions, then photograph or create stop-motion animations showing continental drift over time. Present findings explaining plate tectonics theory based on fossil distribution.
β± 120 minutes
The Engineer
Design Challenge
Design modern equipment answering the question: Are Earth's plates still moving? Students research current plate movement measurement technologies (GPS sensors tracking millimeter shifts? Seismographs detecting earthquakes at plate boundaries? Satellite imaging monitoring continental drift? Laser ranging systems? Ocean floor mapping equipment?), then engineer their own data-gathering devices. They create technical diagrams or 3D prototypes showing how their equipment measures plate motion, calculates movement rates, or detects boundary interactions. Presentations explain how collected data proves plates continue moving todayβtypically 2-10 centimeters per year.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Plate Tectonics
Lystrosaurus bones found on three separate continentsβAfrica, India, and Antarctica! The Triassic Park guide calls it impossibleβhow can one creature's fossils be distributed so widely? Students follow Mosa as she time-travels beneath oceans and across Earth's surface, discovering Earth's structure: inner core, outer core, mantle, and crust. The crust is broken into tectonic plates floating on the mantle's hot, slowly moving magma (convection currents). Millions of years ago, these continents were connected in the supercontinent Pangaea. As plates drifted apart, Lystrosaurus fossils separatedβcontinental drift explains the distribution!
Part of:
Plate Tectonics
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Plate Tectonics mystery and answer comprehension questions about how tectonic plates move and shape Earth's surface
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key plate tectonics vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of plate tectonics and Earth's geological structure
What Students Will Learn
How Earth is divided into tectonic plates that move slowly over time due to convection currents in the mantle
The three types of plate boundaries β convergent, divergent, and transform β and the geological events associated with each
How tectonic plate movement over millions of years has shaped the continents, ocean basins, and major landforms we see today
How seafloor spreading and subduction drive the movement of tectonic plates
How evidence such as the fossil record, rock formations, and the shape of continents supports the theory of plate tectonics
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Plate Tectonics
Act as an archaeological team reconstructing Pangaea! Students analyze fossil evidence (Lystrosaurus in Africa/India/Antarctica, Mesosaurus in Africa/South America, Glossopteris fern across southern continents, Cynognathus in South Africa/South America) and continental shapes. They cut out continent pieces, use logic and evidence to position landforms as they appeared 200 million years ago, construct a Pangaea "before" map by tracing continents in their connected supercontinent formation, create an "after" map showing current positions, then photograph or create stop-motion animations showing continental drift over time. Present findings explaining plate tectonics theory based on fossil distribution.
Part of:
Plate Tectonics
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review plate tectonics concepts and are introduced to the lab investigation challenge
2
Plate Tectonics Investigations
60β80 min
Students complete hands-on investigations modeling the movement of tectonic plates and the geological events that occur at each type of boundary, collecting and recording data throughout
3
Analyze & Draw Conclusions
20β25 min
Students analyze their investigation data and construct explanations connecting their model observations to real-world geological processes driven by plate movement
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of plate tectonics through analysis questions and real-world applications
What Students Will Learn
How to model the processes that occur at convergent, divergent, and transform plate boundaries
How the density and composition of tectonic plates determine what happens when they collide, separate, or slide past each other
How convection currents in Earth's mantle drive the movement of tectonic plates over geological time
How physical models can represent and help explain large-scale geological processes that occur over millions of years
How plate tectonics provides a unifying explanation for a wide range of geological phenomena including earthquakes, volcanoes, and mountain formation
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Plate Tectonics
Design modern equipment answering the question: Are Earth's plates still moving? Students research current plate movement measurement technologies (GPS sensors tracking millimeter shifts? Seismographs detecting earthquakes at plate boundaries? Satellite imaging monitoring continental drift? Laser ranging systems? Ocean floor mapping equipment?), then engineer their own data-gathering devices. They create technical diagrams or 3D prototypes showing how their equipment measures plate motion, calculates movement rates, or detects boundary interactions. Presentations explain how collected data proves plates continue moving todayβtypically 2-10 centimeters per year.
Part of:
Plate Tectonics
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review plate tectonics concepts and are introduced to the engineering design challenge
2
Research a Tectonic Hazard or Application
40β50 min
Students research a real-world challenge or opportunity related to plate tectonics β such as earthquake-resistant building design, volcanic energy harvesting, or tsunami warning systems
3
Design a Solution
60β70 min
Students design an engineering solution that applies knowledge of plate tectonic processes to address their chosen challenge or opportunity
4
Presentations
20β30 min
Students present their research and engineering solutions, explaining the plate tectonics science behind their approach
What Students Will Learn
How knowledge of tectonic plate movement and boundary types informs the design of structures and systems in geologically active regions
How engineers use geological science to design earthquake-resistant buildings, volcanic monitoring systems, and tsunami early warning networks
How geothermal energy β made possible by tectonic activity β can be harnessed as a renewable energy source
How to evaluate the feasibility and trade-offs of different engineering solutions for tectonic hazards
The connection between understanding Earth's geological processes and protecting human lives and infrastructure in vulnerable regions
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Chemical & Physical Changes
Students investigate changes at molecular levels discovering ice melting is reversible (physical change) while eggs cooking creates entirely new substances (chemical change). Through solving Titanic artifact mysteries or investigating Lady Liberty's green transformation, rotating through six hands-on stations testing physical versus chemical changes, and researching synthetic materials' environmental impacts engineering sustainable alternatives, students identify differences between changes rearranging matter versus changes creating new substances.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Amir cooked a huge breakfast before Mom gets homeβcan he reverse everything back to its original state? Students follow Mosa as she dives into different foods at the molecular level, examining what happens during cooking processes. The verdict: melted ice can refreeze (physical changeβbonds stay intact), but cooked eggs can't un-cook (chemical changeβbonds break, new substances form). Amir learns the hard way that some changes are reversible, others are permanent.
β± 40β75 minutes
The Lab
Hands-on Experiment
Six lab stations investigating substance interactions. Students test: (1) Alka-Seltzer dissolving in water (bubbling, gas producedβchemical), (2) ice melting (state changeβphysical), (3) iodine reacting with potato starch (color changeβchemical), (4) paper tearing vs. burning (physical vs. chemical), (5) liver breaking down hydrogen peroxide with catalase enzyme (bubblingβchemical), and (6) additional reactions. They record observations, identify evidence of chemical vs. physical changes, then create poster presentations communicating their findings.
β± 100 minutes
The Engineer
Design Challenge
Research a synthetic material (plastics? polyester? nylon? synthetic rubber?), discover the natural resources it's created from, investigate how it's manufactured, identify pollution it generates, then engineer a solution to reduce environmental damage. Students create infographics or presentations for a Town Hall meeting explaining the problem and proposing solutionsβmaybe biodegradable alternatives, recycling programs, or cleaner production methods. Chemical engineering meets environmental responsibility.
β± 170β175 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Chemical & Physical Changes
Amir cooked a huge breakfast before Mom gets homeβcan he reverse everything back to its original state? Students follow Mosa as she dives into different foods at the molecular level, examining what happens during cooking processes. The verdict: melted ice can refreeze (physical changeβbonds stay intact), but cooked eggs can't un-cook (chemical changeβbonds break, new substances form). Amir learns the hard way that some changes are reversible, others are permanent.
Part of:
Chemical & Physical Changes
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Physical vs. Chemical Changes mystery about a big breakfast disaster and answer comprehension questions
2
Vocabulary Mind Map Activity
15-45 min
Students build a mind map connecting key physical and chemical changes vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10-15 min
Students complete a quiz to demonstrate understanding of physical vs. chemical change concepts
What Students Will Learn
The difference between physical and chemical changes at the molecular level
How to identify whether a change is physical or chemical based on observable evidence
Why some changes can be reversed while others create new substances that cannot
How molecular bonds break and form during chemical changes
How to use evidence to construct and support a scientific argument
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Chemical & Physical Changes
Six lab stations investigating substance interactions. Students test: (1) Alka-Seltzer dissolving in water (bubbling, gas producedβchemical), (2) ice melting (state changeβphysical), (3) iodine reacting with potato starch (color changeβchemical), (4) paper tearing vs. burning (physical vs. chemical), (5) liver breaking down hydrogen peroxide with catalase enzyme (bubblingβchemical), and (6) additional reactions. They record observations, identify evidence of chemical vs. physical changes, then create poster presentations communicating their findings.
Part of:
Chemical & Physical Changes
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review physical and chemical change concepts and are introduced to the lab challenge
2
Six Lab Investigations
60-70 min
Students rotate through six hands-on investigations featuring different substances interacting with each other and record observations about each reaction
3
Draw Conclusions
20-25 min
Students analyze their observations from each station and classify each interaction as a physical or chemical change, citing evidence for their reasoning
4
Exit Ticket: Check for Understanding
10 min
Students complete questions that assess their ability to apply physical and chemical change concepts to new scenarios
What Students Will Learn
How to identify evidence of a chemical change, including color change, gas production, temperature change, and new substance formation
How the properties of a substance before and after a change reveal whether the change was physical or chemical
That physical changes alter the form of a substance without changing its chemical identity
How to use experimental data as evidence to construct scientific explanations
How multiple types of chemical reactions can produce different observable results
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Chemical & Physical Changes
Research a synthetic material (plastics? polyester? nylon? synthetic rubber?), discover the natural resources it's created from, investigate how it's manufactured, identify pollution it generates, then engineer a solution to reduce environmental damage. Students create infographics or presentations for a Town Hall meeting explaining the problem and proposing solutionsβmaybe biodegradable alternatives, recycling programs, or cleaner production methods. Chemical engineering meets environmental responsibility.
Part of:
Chemical & Physical Changes
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review chemical change concepts with a focus on exothermic and endothermic reactions and are introduced to the thermal device design challenge
2
Explore Chemical Reactions
30-40 min
Students test exothermic and endothermic reactions (e.g., steel wool & vinegar, citric acid & baking soda) and record data on temperature changes
3
Design & Build a Thermal Device
60-70 min
Students apply what they learned about heat-releasing and heat-absorbing reactions to design and construct a prototype hand warmer or ice pack
4
Test, Analyze & Redesign
30 min
Students test their prototypes, measure performance, and use data to evaluate how well the design meets the criteria and constraints
5
Thermal Device Pitch
20 min
Students present their final designs to the class and explain the science behind how their device works
What Students Will Learn
The difference between exothermic reactions (which release heat) and endothermic reactions (which absorb heat)
How chemical reactions can be applied to solve real-world design problems
How to analyze and interpret data to evaluate the performance of an engineering design
How to apply criteria and constraints to revise and improve a prototype
How energy transfer is connected to the properties of chemical reactions
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer Extension
Chemical & Physical Changes
In The Engineer Extension, students will apply their knowledge of chemical reactions that release or absorb thermal energy to design handwarmers or ice packs for the local hiking club. (100 mins)
Part of:
Chemical & Physical Changes
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review chemical and physical change concepts and are introduced to the Pollution Solution Challenge β researching a synthetic material and engineering a plan to address the pollution it causes
2
Select & Research a Synthetic Material
50-60 min
Students choose a synthetic material from a provided list, identify two credible sources, and research how it is produced, what natural resources it comes from, how it is used, and what pollution it creates
3
Analyze Chemical & Physical Properties
20-30 min
Students compare the physical and chemical properties of the synthetic material to the natural resources used to make it, explaining how chemical processes transform the original materials
4
Design a Pollution Solution
40-50 min
Students brainstorm and design an engineering solution to reduce or eliminate the pollution caused by their chosen synthetic material
5
Create & Present an Infographic or Slide Presentation
20-30 min
Students compile their research and solution into an infographic or Google Slides presentation to share at a simulated Town Hall meeting
What Students Will Learn
How synthetic materials are chemically produced from natural resources through chemical change
How the physical and chemical properties of a synthetic material differ from the raw materials used to create it
How the large-scale production and disposal of synthetic materials contributes to environmental pollution
How to evaluate the credibility of research sources and use evidence to support a scientific argument
How engineers apply knowledge of chemistry and materials science to design solutions to real-world pollution problems
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Cells
Students discover all living things are made of cellsβtiny building blocks doing work keeping organisms alive. Through animated journeys inside bodies or live video investigations of specialized cells, examining onion skin and cheek cells under microscopes identifying organelles, conducting plant cell turgor pressure experiments testing drought effects, and designing never-before-seen cells with specialized jobs, students learn how cell parts work together supporting life and function.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Eric collapses during a hikeβwhat went wrong inside his body? Students follow Mosa on an animated journey into three different cell types: muscle cells, small intestine cells, and nerve cells. By comparing the cell membrane, mitochondria, and nucleus across these cells, they discover that different cell structures support different functions, and that complex organisms need many types of cells working together to survive.
β± 40-75 minutes
The Lab
Hands-on Experiment
Your team has just returned from a mystery mission with unknown samples. Your job: determine whether they're evidence of life. Students first explore interactive cell diagrams to learn organelle structures and functions, then use compound microscopes to examine known specimensβonion skin (plant cells with cell walls), cheek cells (animal cells), and elodea leaves. Now comes the real test: examine the mystery samples and determine which came from living organisms. The evidence? Whether or not they observe cells.
β± 300 total minutes
The Engineer
Design Challenge
Design a never-before-seen cell that performs a specific service. Students brainstorm specialized jobs their cell could do (maybe it cleans pollution, produces light, or stores massive amounts of energy?), then engineer custom organelles with structures that support those functions. They create detailed, colorful poster drawings showing how molecules move in, out, and through their unique cell, then present their designs. It's creative cell biology where structure dictates function.
β± 120 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Cells
Eric collapses during a hikeβwhat went wrong inside his body? Students follow Mosa on an animated journey into three different cell types: muscle cells, small intestine cells, and nerve cells. By comparing the cell membrane, mitochondria, and nucleus across these cells, they discover that different cell structures support different functions, and that complex organisms need many types of cells working together to survive.
Part of:
Cells
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Cells mystery and answer questions about why Eric collapsed during a hike
2
Vocabulary Mind Map Activity
15-45 min
Students build a mind map connecting key cell biology vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10-15 min
Students complete a quiz to demonstrate understanding of cell structure and function concepts
What Students Will Learn
The functions of the cell membrane, nucleus, and mitochondria
How different cell types (muscle, small intestine, brain) have structural adaptations that support their specific functions
How cells work together to keep the human body functioning
How a cell's structure is directly related to its function
How glucose and nutrients are connected to cellular energy production
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Cells
Your team has just returned from a mystery mission with unknown samples. Your job: determine whether they're evidence of life. Students first explore interactive cell diagrams to learn organelle structures and functions, then use compound microscopes to examine known specimensβonion skin (plant cells with cell walls), cheek cells (animal cells), and elodea leaves. Now comes the real test: examine the mystery samples and determine which came from living organisms. The evidence? Whether or not they observe cells.
Part of:
Cells
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review cell biology concepts and are introduced to their challenge: determining whether mystery specimens from an Amazon cave are living or nonliving
2
Part 1: Explore Cell Parts
60-70 min
Students use an interactive website to investigate the organelles of animal and plant cells and record each part's location and function
3
Part 2: Microscopic Cell Examination
70-80 min
Students observe onion and cheek cells under a microscope (or virtually) to compare and contrast animal and plant cell structures
4
Part 3: Living or Nonliving?
60-70 min
Students examine mystery specimens under the microscope and use their cell knowledge to determine whether each specimen is from a living organism
5
Presentations & Exit Ticket
20 min
Students present their conclusions about the mystery specimens and complete an individual exit ticket
What Students Will Learn
The organelles found in animal and plant cells and the function of each
The structural differences between animal and plant cells
How the presence of cells is the defining characteristic of living things
How to use a microscope as a scientific tool to gather evidence
How to draw conclusions about unknown specimens based on cellular evidence
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Cells
Design a never-before-seen cell that performs a specific service. Students brainstorm specialized jobs their cell could do (maybe it cleans pollution, produces light, or stores massive amounts of energy?), then engineer custom organelles with structures that support those functions. They create detailed, colorful poster drawings showing how molecules move in, out, and through their unique cell, then present their designs. It's creative cell biology where structure dictates function.
Part of:
Cells
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review cell structure and function concepts and are introduced to their design challenge
2
Brainstorm & Sketch
30-40 min
Students brainstorm ideas for a unique, never-before-seen cell designed to perform a specific job, focusing on how structure supports function
3
Create a Prototype
60-70 min
Students design a detailed prototype of their unique cell, labeling specialized parts and explaining how molecules travel in, out, and through the cell
4
Finalize & Present
30 min
Students transfer their design to a final poster in color and present their unique cell to the class
What Students Will Learn
How the structure of cell organelles directly supports their function
How different organelles work together to allow a cell to survive and do its job
How molecules such as food, energy, and waste move through a cell
How to apply knowledge of real cell biology to an original design problem
How to communicate a scientific design using labels, diagrams, and evidence-based reasoning
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Interactions of Body Systems
Students learn how circulatory, respiratory, digestive, muscular, and nervous systems work together maintaining life. Through animated journeys shrinking inside bodies or investigating organ shortage crises and donation chains, rotating through four stations testing pulse rates, reflexes, muscle-bone connections, and digestion, and engineering solutions for body system malfunctions like blocked vessels or asthma-obstructed airways, students discover how systems cooperate supporting complex functions.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Aaliyah is a circus trapeze artist, and tonight she can't feel her leg right before showtime! Mosa and Billy shrink to microscopic size, entering her body to investigate. They explore the circulatory system (pumping blood and oxygen), respiratory system (bringing in oxygen, removing carbon dioxide), digestive system (breaking down food into nutrients), muscular system (enabling movement), and nervous system (sending signals). The discovery: Aaliyah sat on her leg too long, cutting off blood flow. Without circulation delivering oxygen, nerves stopped signaling properly. One system failure cascades through all connected systemsβthe body functions as one integrated whole.
β± 40-75 minutes
The Lab
Hands-on Experiment
Four stations revealing body system interactions. Station 1: Rest vs. ExerciseβStudents measure pulse and breathing rates at rest, then after exercise, discovering circulatory and respiratory systems work harder together during activity. Station 2: Patellar ReflexβTest knee-jerk reflexes with reflex hammers, observing how nervous and muscular systems communicate instantly. Station 3: Chicken Wing MotionβDissect chicken wings (with gloves) to see how muscles attach to bones, demonstrating muscular and skeletal system connections. Station 4: Saltine LabβTest crackers with Benedict's solution and iodine, watching chemical digestion break starches into sugars. Students construct visual models linking all systems together.
β± 190 minutes
The Engineer
Design Challenge
Design a solution for a body system malfunction: (1) Blood vessel blocked by plaqueβengineer stents, clot-dissolving drugs, or bypass procedures; (2) Airways obstructed by asthmaβdesign inhalers, breathing treatments, or airway-opening devices; (3) Stroke killing brain nerve cells from oxygen lossβcreate rehabilitation tools, clot removal devices, or preventive monitoring systems; (4) Weakened muscles from muscular dystrophyβdevelop support braces, mobility aids, or therapy equipment. Students research their chosen problem, design medical solutions, and present how their innovations address the malfunction while understanding that fixing one system helps restore overall body function.
β± 200 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Interactions of Body Systems
Aaliyah is a circus trapeze artist, and tonight she can't feel her leg right before showtime! Mosa and Billy shrink to microscopic size, entering her body to investigate. They explore the circulatory system (pumping blood and oxygen), respiratory system (bringing in oxygen, removing carbon dioxide), digestive system (breaking down food into nutrients), muscular system (enabling movement), and nervous system (sending signals). The discovery: Aaliyah sat on her leg too long, cutting off blood flow. Without circulation delivering oxygen, nerves stopped signaling properly. One system failure cascades through all connected systemsβthe body functions as one integrated whole.
Part of:
Interactions of Body Systems
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Interaction of Body Systems mystery about a trapeze artist who can't feel her leg and answer comprehension questions about how body systems work together
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key body systems vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of major body systems and how they interact
What Students Will Learn
The functions of the circulatory, respiratory, digestive, muscular, and nervous systems
How a malfunction in one body system can disrupt the functioning of other connected systems
How body systems work together as an integrated whole to keep the organism functioning properly
How cells, tissues, organs, and organ systems are organized hierarchically within the body
How to use evidence from a medical mystery to identify which body system is responsible for a specific problem
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Interactions of Body Systems
Four stations revealing body system interactions. Station 1: Rest vs. ExerciseβStudents measure pulse and breathing rates at rest, then after exercise, discovering circulatory and respiratory systems work harder together during activity. Station 2: Patellar ReflexβTest knee-jerk reflexes with reflex hammers, observing how nervous and muscular systems communicate instantly. Station 3: Chicken Wing MotionβDissect chicken wings (with gloves) to see how muscles attach to bones, demonstrating muscular and skeletal system connections. Station 4: Saltine LabβTest crackers with Benedict's solution and iodine, watching chemical digestion break starches into sugars. Students construct visual models linking all systems together.
Part of:
Interactions of Body Systems
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review body systems concepts and are introduced to the four-station lab investigation
2
Station Investigations
120β140 min
Students rotate through four stations β Rest vs. Exercise, Patellar Reflex, Chicken Wing Motion, and the Saltine Lab β observing how different body systems work and interact during each activity
3
Construct a Visual Model
25β30 min
Students synthesize their station findings by creating an annotated diagram that maps how multiple body systems connect and work together, using arrows and captions to show those connections
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of body system interactions through analysis questions
What Students Will Learn
How the circulatory, respiratory, muscular, digestive, and nervous systems each perform specific functions that support the whole body
How exercise triggers simultaneous responses across multiple body systems, demonstrating their interdependence
How reflex actions involve the nervous system coordinating with muscles to produce an automatic response
How the digestive system breaks down food into nutrients that are transported by the circulatory system to fuel all other systems
How to create a scientific model that accurately represents the connections and interactions between body systems
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Interactions of Body Systems
Design a solution for a body system malfunction: (1) Blood vessel blocked by plaqueβengineer stents, clot-dissolving drugs, or bypass procedures; (2) Airways obstructed by asthmaβdesign inhalers, breathing treatments, or airway-opening devices; (3) Stroke killing brain nerve cells from oxygen lossβcreate rehabilitation tools, clot removal devices, or preventive monitoring systems; (4) Weakened muscles from muscular dystrophyβdevelop support braces, mobility aids, or therapy equipment. Students research their chosen problem, design medical solutions, and present how their innovations address the malfunction while understanding that fixing one system helps restore overall body function.
Part of:
Interactions of Body Systems
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review body systems concepts and are introduced to the engineering challenge: designing a solution to a medical condition that disrupts a body system
2
Research a Body System Malfunction
40β50 min
Students choose one of four medical conditions β blocked blood vessels, asthma, stroke, or muscular dystrophy β and research how the condition affects its primary body system and impacts the body as a whole
3
Design a Solution
60β80 min
Students design a medical device, treatment plan, or assistive technology that addresses the chosen condition and explains how their solution restores or supports the affected body system
4
Gallery Walk Presentations
20β30 min
Students display their technical drawings on posters and present their solutions in a gallery walk, as if presenting to the medical community
What Students Will Learn
How specific medical conditions disrupt the normal functioning of a body system and affect the body as a whole
How engineers design medical devices and treatments by applying knowledge of how body systems work
How a solution targeting one body system must account for its effects on connected systems
How to use research and scientific evidence to justify the design of a medical solution
How to communicate a complex medical design solution using technical drawings, labels, and evidence-based annotations
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Waves
Students master wave properties including amplitude, wavelength, frequency, and energy relationships. Through solving thunder prediction mysteries or conducting light and sound investigations with flashlights and materials, comparing wave energy transfer using Slinkys and ropes testing amplitude and frequency relationships plus digital versus analog signals, and engineering devices helping deaf people detect sound or blind people detect light, students discover how waves carry energy.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Thad the Thunder's show stumps audiencesβhe predicts thunder's exact timing! After Billy loses all his money betting against Thad, Mosa suspects deception. Thad's assistant Sam shares interesting information. Students follow Mosa learning about waves, discovering Thad's trick: light waves travel faster than sound waves! During lightning storms, light reaches observers almost instantly, while sound arrives seconds later. Thad sees the lightning flash, counts seconds knowing sound's speed, predicts thunder perfectly. It's physics, not magicβdifferent wave types have different speeds!
β± 40-75 minutes
The Lab
Hands-on Experiment
Compare energy transfer in light and sound waves using Slinkys and heavy cotton ropes! Students create waves with different amplitudes (wave height) and frequencies (waves per second), discovering: higher amplitude = more energy (bigger waves carry more energy than small waves), amplitude relates to volume (loud sounds = high amplitude, quiet sounds = low amplitude), amplitude relates to brightness (bright light = high amplitude, dim light = low amplitude). Test wave interactions: waves can be transmitted (pass through clear materials), reflected (bounce off mirrors/foil), or absorbed (disappear into black materials). Investigate digital vs. analog signalsβdigital signals are more reliable for encoding and transmitting information with less distortion.
β± 160 minutes
The Engineer
Design Challenge
Design solutions using wave knowledge to help people with disabilities: (1) Help deaf people detect sound wavesβdesign devices converting sound vibrations into visual signals, tactile feedback, or written text (vibrating bracelets detecting loud noises? flashing lights responding to doorbell sounds? speech-to-text displays?), OR (2) Help blind people detect light wavesβdesign devices converting light into sound, touch, or temperature signals (sensors beeping when light levels change? tactile displays showing light patterns? echolocation assistive devices?). Research existing technologies, engineer innovative solutions, build prototypes using paper/tape/glue/craft materials, present designs explaining how they detect and convert wave energy.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Waves
Thad the Thunder's show stumps audiencesβhe predicts thunder's exact timing! After Billy loses all his money betting against Thad, Mosa suspects deception. Thad's assistant Sam shares interesting information. Students follow Mosa learning about waves, discovering Thad's trick: light waves travel faster than sound waves! During lightning storms, light reaches observers almost instantly, while sound arrives seconds later. Thad sees the lightning flash, counts seconds knowing sound's speed, predicts thunder perfectly. It's physics, not magicβdifferent wave types have different speeds!
Part of:
Waves
Lesson Flow
1
Watch the Video Mystery
20 min
Students watch the Mosa Mack Waves mystery and answer comprehension questions about what waves are and how they transfer energy
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key waves vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz demonstrating their understanding of wave properties and how waves transfer energy
What Students Will Learn
How waves transfer energy through matter or space without transferring the matter itself
The key properties of waves β amplitude, wavelength, frequency, and wave speed β and how each is measured
The difference between transverse waves (where particles move perpendicular to the wave's direction) and longitudinal waves (where particles move parallel to the wave's direction)
How amplitude is related to the amount of energy a wave carries
How waves interact with matter through reflection, refraction, absorption, and transmission
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Waves
Compare energy transfer in light and sound waves using Slinkys and heavy cotton ropes! Students create waves with different amplitudes (wave height) and frequencies (waves per second), discovering: higher amplitude = more energy (bigger waves carry more energy than small waves), amplitude relates to volume (loud sounds = high amplitude, quiet sounds = low amplitude), amplitude relates to brightness (bright light = high amplitude, dim light = low amplitude). Test wave interactions: waves can be transmitted (pass through clear materials), reflected (bounce off mirrors/foil), or absorbed (disappear into black materials). Investigate digital vs. analog signalsβdigital signals are more reliable for encoding and transmitting information with less distortion.
Part of:
Waves
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review waves concepts and are introduced to the lab investigation challenge
2
Waves Investigations
60β80 min
Students complete hands-on lab investigations using slinkies, water, and other materials to explore wave properties β amplitude, wavelength, frequency, and wave speed β and how changing each property affects the wave's behavior and energy
3
Analyze & Draw Conclusions
20β25 min
Students analyze their investigation data and construct explanations connecting wave properties to the amount of energy transferred and the behavior of waves as they interact with matter
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of waves through analysis questions and real-world applications
What Students Will Learn
How to directly observe and measure wave amplitude, wavelength, and frequency in physical models and use those measurements to compare waves
How increasing amplitude increases the energy a wave carries, as demonstrated by the greater displacement of particles or materials in the wave's path
How frequency and wavelength change together inversely when wave speed remains constant
How different materials interact with waves in different ways, and how the properties of the medium affect wave speed
How to use laboratory models to build conceptual understanding of wave behavior that applies to light, sound, water, and seismic waves in the real world
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Waves
Design solutions using wave knowledge to help people with disabilities: (1) Help deaf people detect sound wavesβdesign devices converting sound vibrations into visual signals, tactile feedback, or written text (vibrating bracelets detecting loud noises? flashing lights responding to doorbell sounds? speech-to-text displays?), OR (2) Help blind people detect light wavesβdesign devices converting light into sound, touch, or temperature signals (sensors beeping when light levels change? tactile displays showing light patterns? echolocation assistive devices?). Research existing technologies, engineer innovative solutions, build prototypes using paper/tape/glue/craft materials, present designs explaining how they detect and convert wave energy.
Part of:
Waves
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review waves concepts and are introduced to the engineering design challenge
2
Research a Waves Application or Problem
40β50 min
Students research a real-world application of wave science β such as noise-canceling technology, tsunami warning systems, medical imaging, or fiber optics β and analyze how wave properties are used or managed in that context
3
Design a Solution
60β70 min
Students design an engineering solution or device that applies knowledge of wave properties to address their chosen application or problem
4
Presentations
20β30 min
Students present their research and engineering solutions, explaining the wave science behind their design
What Students Will Learn
How engineers apply knowledge of wave properties β amplitude, frequency, wavelength, and wave-matter interactions β to design useful technologies
How noise-canceling headphones, medical ultrasound, fiber optic cables, and earthquake early-warning systems all rely on controlling or interpreting wave behavior
How wave energy can be both harnessed (as in ocean wave energy generators) and managed to prevent harm (as in seismic isolation systems for buildings)
How to research a real-world wave application and identify which specific wave properties are most important to understanding or solving the problem
How to communicate a wave-science-based engineering solution using accurate vocabulary and evidence from wave research
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Scale in the Solar System
Students master analyzing scale properties of solar system objects understanding vast cosmic distances. Through solving amusement park engineering failures or analyzing space probe data matching celestial objects, converting astronomical units to centimeters designing scaled amusement parks with planet-specific themed rides representing surface conditions, and building constellation shoebox models showing how star distance affects apparent brightness, students grasp mind-boggling space scales.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Students contextualize Solar System vocabulary in a mind map before helping Mosa Mack come to an aspiring astronautβs 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)
β± 75 minutes
The Lab
Hands-on Experiment
Design space-themed amusement parks with accurate planetary scaling! Students convert astronomical units to centimeters making vast distances manageable. They research each planet's conditionsβMercury's craters, Venus's sulfuric clouds, Mars's Olympus Mons, Jupiter's Great Red Spot, Saturn's rings. Design themed rides representing surface conditions, create poster blueprints mapping scaled Sun distances, demonstrating how solar system distances are truly enormous.
β±
The Engineer
Design Challenge
Students address a misconception: why does the night sky appear flat with varying star brightness? They choose constellations and build shoebox models demonstrating that star distance from Earth causes apparent brightness differences. Using scaled depths inside boxes with aluminum foil stars on toothpicks, they reveal that constellations aren't flat sheetsβdistance creates the brightness illusion we see.
β±
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Scale in the Solar System
Students contextualize Solar System vocabulary in a mind map before helping Mosa Mack come to an aspiring astronautβs 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)
Part of:
Scale in the Solar System
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Scale in the Solar System mystery about building an amusement park on Mars and answer comprehension questions about how scale models work and why they're necessary for understanding the solar system
2
Vocabulary Mind Map Activity
30β45 min
Students build a mind map connecting key scale and solar system vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10 min
Students complete a quiz demonstrating their understanding of scale, proportions, and the vast distances in the solar system
What Students Will Learn
How scale models use proportions to represent objects and distances that are too large or too small to show at their actual size
How the solar system is so vast that distances between planets must be measured in astronomical units (AU) rather than kilometers
How a scale model reduces all measurements by the same ratio to maintain accurate proportions
Why understanding scale is essential to making sense of the relative sizes and distances of planets, moons, and other objects in the solar system
How using scale models helps scientists and engineers plan missions, design structures, and communicate information about large systems
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Scale in the Solar System
Design space-themed amusement parks with accurate planetary scaling! Students convert astronomical units to centimeters making vast distances manageable. They research each planet's conditionsβMercury's craters, Venus's sulfuric clouds, Mars's Olympus Mons, Jupiter's Great Red Spot, Saturn's rings. Design themed rides representing surface conditions, create poster blueprints mapping scaled Sun distances, demonstrating how solar system distances are truly enormous.
Part of:
Scale in the Solar System
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review scale concepts and are introduced to the solar system amusement park design challenge
2
Calculate Scaled Planet Distances
30β40 min
Students convert the actual distances of planets from the Sun (measured in AU) into scaled distances (in centimeters) using a scale factor, ensuring accurate proportions
3
Research Planet Conditions
30β40 min
Students research the surface and atmospheric conditions of their assigned planets using resource cards, recording key characteristics such as temperature, atmosphere, and unique features
4
Design Themed Rides
50β60 min
Students design amusement park rides for each planet that represent that planet's unique conditions, creating annotated drawings and explanations
5
Assemble the Solar System Amusement Park Map
25β30 min
Student teams compile their work onto a large poster showing the entire solar system to scale, with each planet at the correct distance and accompanied by its themed ride design
What Students Will Learn
How to use a scale factor to convert actual measurements into proportional scaled measurements
How mathematical calculations using ratios ensure that all distances in a scale model are accurate relative to each other
How the surface and atmospheric conditions of each planet reflect its distance from the Sun, size, and composition
How to present complex scientific data visually using annotated diagrams, maps, and creative designs
How understanding scale is essential to comprehending the true vastness of the solar system and the distances between celestial objects
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Scale in the Solar System
Students address a misconception: why does the night sky appear flat with varying star brightness? They choose constellations and build shoebox models demonstrating that star distance from Earth causes apparent brightness differences. Using scaled depths inside boxes with aluminum foil stars on toothpicks, they reveal that constellations aren't flat sheetsβdistance creates the brightness illusion we see.
Part of:
Scale in the Solar System
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review scale concepts and are introduced to the constellation modeling challenge addressing why stars have different apparent brightness
2
Choose a Constellation & Research Star Distances
30β40 min
Students select a constellation and research the actual distances of its stars from Earth (measured in light-years), recording the data needed to build their model
3
Calculate Scaled Star Positions
30β40 min
Students use a scale factor to convert light-year distances into scaled distances within a shoebox model, ensuring stars are positioned proportionally
4
Build the 3D Constellation Model
80β100 min
Students construct their constellation model inside a shoebox, using aluminum foil stars positioned at scaled distances and brightness levels to represent how the constellation appears from Earth
5
Present & Explain the Model
20 min
Students present their models, explaining how the scaled distances demonstrate that a star's apparent brightness is determined primarily by its distance from Earth
What Students Will Learn
How a star's apparent brightness as seen from Earth is primarily determined by its distance from us, not its actual size or luminosity
How constellations appear as flat patterns in the night sky, but in reality the stars are at vastly different distances from Earth
How to create a three-dimensional scale model that accurately represents distances in space
How light-years are used to measure distances to stars because the numbers would be unmanageably large in kilometers or AU
How understanding scale helps explain why the night sky looks the way it does and how astronomers determine distances to distant stars
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Genetics vs. Environment
Students investigate how genetics sets possibilities while environment determines actual outcomes for traits. Through solving identical twin appearance mysteries or investigating sea turtle temperature-dependent sex determination, conducting nature versus nurture debates researching height, intelligence, and obesity influences, and engineering nutrition solutions for malnourished regions, students discover traits result from genetic and environmental factors interacting in complex ways.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Identical twins Jasper and Mo reunite on TVβsame genes, same birthday, same laughβbut they look and act differently! Jasper insists it's environment; Mo claims it's all genetics. After their on-air brawl, Mosa investigates. Students examine evidence: both have genetic potential for height, but nutrition and sleep affect actual growth; genes provide melanin capacity, but sun exposure determines skin tone; DNA sets possibilities, but experiences shape outcomes. The verdict: neither twin is completely right. Human traits result from genetics AND environment working together, not one or the other.
β± 75 minutes
The Lab
Hands-on Experiment
The greatest scientific debate: nature vs. nurture! Students receive research cards presenting real studies on genetics and environment (height, intelligence, obesity, alcoholism, brain development under stress). Working in teams, they build cases arguing whether genetics or environment has more impact on organism growth. They analyze twin studies, adoption research, plant experiments, and animal studies, prepare presentations defending their position, then engage in classroom debates. The conclusion after all evidence: it's not either/orβboth genetic and environmental factors work together influencing every aspect of organism development.
β± 150-160 minutes
The Engineer
Design Challenge
Many regions worldwide lack nutritional resources needed for children to grow to their full genetic potential. Students research specific areas suffering malnutrition (identifying vitamin/nutrient deficiencies), analyze how environmental limitations prevent genetic potential from being reached (stunted growth, weakened immune systems, cognitive impacts), then design solutions to improve environments: fortified food programs, sustainable agriculture projects, clean water systems, vitamin supplementation programs, or educational initiatives. They create posters and written reports presenting solutions to UNICEF, explaining how their designs help children reach the growth their genetics promise.
β± 200 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Genetics vs. Environment
Identical twins Jasper and Mo reunite on TVβsame genes, same birthday, same laughβbut they look and act differently! Jasper insists it's environment; Mo claims it's all genetics. After their on-air brawl, Mosa investigates. Students examine evidence: both have genetic potential for height, but nutrition and sleep affect actual growth; genes provide melanin capacity, but sun exposure determines skin tone; DNA sets possibilities, but experiences shape outcomes. The verdict: neither twin is completely right. Human traits result from genetics AND environment working together, not one or the other.
Part of:
Genetics vs. Environment
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Genetics vs. Environment mystery and answer comprehension questions about what determines an organism's traits
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key genetics vs. environment vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of how genes and environment interact to shape traits
What Students Will Learn
The difference between traits determined by genes, traits shaped by the environment, and traits influenced by both
How the same genotype can produce different phenotypes depending on environmental conditions
How to distinguish between inherited traits and traits acquired through experience or environment
Why understanding the interaction between genetics and environment is important in fields like medicine and agriculture
How to use evidence to construct an explanation for why two organisms with similar genes may look or behave differently
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Genetics vs. Environment
The greatest scientific debate: nature vs. nurture! Students receive research cards presenting real studies on genetics and environment (height, intelligence, obesity, alcoholism, brain development under stress). Working in teams, they build cases arguing whether genetics or environment has more impact on organism growth. They analyze twin studies, adoption research, plant experiments, and animal studies, prepare presentations defending their position, then engage in classroom debates. The conclusion after all evidence: it's not either/orβboth genetic and environmental factors work together influencing every aspect of organism development.
Part of:
Genetics vs. Environment
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review genetics vs. environment concepts and are introduced to the lab investigation challenge
2
Genetics vs. Environment Investigations
60β80 min
Students complete hands-on investigations examining how environmental factors such as light, nutrition, and temperature affect the expression of traits in organisms, collecting and recording data
3
Analyze & Draw Conclusions
20β25 min
Students analyze their data to identify patterns and construct explanations about how environment modifies trait expression beyond what genes alone predict
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of genetics vs. environment interactions through analysis questions and real-world applications
What Students Will Learn
How environmental conditions can alter the way genes are expressed, changing an organism's observable traits
How to design a controlled investigation to isolate the effect of a specific environmental variable on a trait
How to use experimental data to distinguish between genetic and environmental causes of variation in traits
That identical genetic information does not guarantee identical outcomes when organisms develop in different environments
How understanding genetics vs. environment interactions has practical applications in medicine, nutrition, and agriculture
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Genetics vs. Environment
Many regions worldwide lack nutritional resources needed for children to grow to their full genetic potential. Students research specific areas suffering malnutrition (identifying vitamin/nutrient deficiencies), analyze how environmental limitations prevent genetic potential from being reached (stunted growth, weakened immune systems, cognitive impacts), then design solutions to improve environments: fortified food programs, sustainable agriculture projects, clean water systems, vitamin supplementation programs, or educational initiatives. They create posters and written reports presenting solutions to UNICEF, explaining how their designs help children reach the growth their genetics promise.
Part of:
Genetics vs. Environment
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review genetics vs. environment concepts and are introduced to the engineering design challenge
2
Research & Problem Definition
40β50 min
Students research a real-world problem that involves the interaction of genetics and environment β such as crop resilience, personalized medicine, or disease prevention β and define the problem they will address
3
Design a Solution
60β70 min
Students design an engineering solution that applies knowledge of how genetics and environment interact to address their chosen problem
4
Presentations
20β30 min
Students present their research and engineering solutions, explaining the science of genetics-environment interaction behind their approach
What Students Will Learn
How the interaction between genetics and environment creates opportunities for engineering solutions in health, agriculture, and conservation
How engineers and scientists manipulate environmental conditions to optimize the expression of desired genetic traits
How to evaluate the ethical considerations of engineering solutions that involve genetic and environmental manipulation
How to apply research on genetics and environment to design an original, evidence-based solution to a real-world problem
How to communicate a complex scientific concept clearly in the context of an engineering design proposal
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Nervous System
Students explore the nervous system as control center discovering how brain, spinal cord, and nerves transmit electrical signals. Through animated journeys following neural pathways or investigating reflex response mechanisms, conducting reaction time experiments measuring stimulus-response delays and building neuron models showing signal transmission, and engineering assistive technologies for neurological conditions, students learn how nervous system coordinates all body functions and protects from harm.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Otis the bat has echolocation down to a scienceβsend a signal, wait for the bounce, catch the prey. But one tiger moth keeps escaping, no matter what he tries. Mosa Mack travels right to the source: inside Otis's nervous system. Students follow as she traces how signals travel from sensory neurons through the spinal cord to the brain and back to muscles. By the end, they can explain how the nervous system senses, processes, and respondsβand uncover why Bert the moth's secret trick keeps jamming Otis's signal.
β± 40-75 minutes
The Lab
Hands-on Experiment
Four hands-on stations turn students into reaction-time scientists. They measure pupil dilation, test blink reflexes, drop rulers to calculate visual and auditory response speeds, then compare their data to Usain Bolt's record-breaking sprint times. By the end, students create visual models mapping exactly how signals race from sensory receptors through neurons to the spinal cord and brainβdiscovering why some responses happen in milliseconds while others take conscious thought.
β± 150 minutes
The Engineer
Design Challenge
What if your nervous system malfunctioned? Students choose one real nervous system disorder (like paralysis, nerve damage, or sensory loss), research how the signal pathway breaks down, then engineer a solutionβeither a device to restore function or a tool to manage symptoms. They sketch technical drawings, build prototypes, and present their designs. It's biomedical engineering meets neuroscience, complete with real-world problem-solving.
β± 200 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Nervous System
Otis the bat has echolocation down to a scienceβsend a signal, wait for the bounce, catch the prey. But one tiger moth keeps escaping, no matter what he tries. Mosa Mack travels right to the source: inside Otis's nervous system. Students follow as she traces how signals travel from sensory neurons through the spinal cord to the brain and back to muscles. By the end, they can explain how the nervous system senses, processes, and respondsβand uncover why Bert the moth's secret trick keeps jamming Otis's signal.
Part of:
Nervous System
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Nervous System mystery about Otis the bat and his echolocation problem and answer comprehension questions about how the nervous system transmits and processes signals
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key nervous system vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of the nervous system and how it processes information
What Students Will Learn
How the nervous system receives information from the environment through sensory neurons and generates a response
The roles of sensory neurons, motor neurons, and the brain in processing and responding to stimuli
How nerve signals travel through connected neurons to carry information throughout the body
The difference between voluntary actions controlled by the brain and reflex actions that bypass the brain via the spinal cord
How a disruption in the nervous system β such as a blocked signal β can prevent the body from responding to stimuli
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Nervous System
Four hands-on stations turn students into reaction-time scientists. They measure pupil dilation, test blink reflexes, drop rulers to calculate visual and auditory response speeds, then compare their data to Usain Bolt's record-breaking sprint times. By the end, students create visual models mapping exactly how signals race from sensory receptors through neurons to the spinal cord and brainβdiscovering why some responses happen in milliseconds while others take conscious thought.
Part of:
Nervous System
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review nervous system concepts and are introduced to the four-station lab investigation
2
Station Investigations
90β100 min
Students rotate through four lab stations β Pupil Dilation, Blink Test, Drop the Ruler (Visual), and Drop the Ruler (Auditory) β observing the nervous system in action and collecting reaction time data
3
Nervous System Pathway Flowchart
25β30 min
Students synthesize their station findings by creating a visual model (poster, presentation, or comic strip) that depicts the complete nervous system pathway for one station, using key vocabulary and annotated arrows
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of nervous system pathways through analysis questions
What Students Will Learn
How the nervous system transmits signals from sensory input to the brain and back out to muscles to produce a response
The difference between voluntary reactions (involving conscious thought) and involuntary reflex actions (bypassing the brain)
How reaction time can be measured as evidence of how quickly the nervous system processes and responds to stimuli
How environmental factors such as distraction, fatigue, or injury can slow nervous system response time
How to create a scientific model that accurately represents the pathway of a nervous system signal from stimulus to response
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Nervous System
What if your nervous system malfunctioned? Students choose one real nervous system disorder (like paralysis, nerve damage, or sensory loss), research how the signal pathway breaks down, then engineer a solutionβeither a device to restore function or a tool to manage symptoms. They sketch technical drawings, build prototypes, and present their designs. It's biomedical engineering meets neuroscience, complete with real-world problem-solving.
Part of:
Nervous System
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review nervous system concepts and are introduced to the engineering design challenge: designing a solution for a nervous system condition
2
Choose a Nervous System Problem & Research
40β50 min
Students select either carpal tunnel syndrome or spinal cord injury and research how the condition disrupts normal nervous system function and affects daily life
3
Design a Solution
60β80 min
Students design a medical device or assistive technology that addresses their chosen nervous system condition, focusing on how the design supports or restores normal signal transmission
4
Build a Model & Create Documentation
40β50 min
Students construct a prototype or detailed technical drawing of their solution with labeled parts and annotations explaining how it works
5
Present to the Medical Community
20 min
Students present their final design solutions as if pitching to a medical review board
What Students Will Learn
How specific nervous system conditions β such as carpal tunnel syndrome and spinal cord injury β disrupt the transmission of nerve signals
How medical devices and assistive technologies can be designed to restore or compensate for lost nervous system function
How understanding the pathway of a nerve signal from stimulus to response informs the design of effective medical solutions
How to apply knowledge of nervous system anatomy to identify where in the signal pathway an intervention would be most effective
How engineers and medical professionals collaborate to design technologies that improve quality of life for people with nervous system conditions
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Sun-Earth System & Solar System Gravity
Students master Earth-sun-moon cyclic patterns and gravity's role in cosmic motions. Through solving opposite season mysteries or investigating satellite orbital mechanics without engines, conducting three investigations testing light dispersion on flat, round, and tilted surfaces creating travel brochures explaining seasonal differences, and designing scaled solar system amusement parks or constellation models demonstrating distance-brightness relationships, students learn Earth's movements create observable patterns.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Neve's ski instructor crew steps off the plane in New Zealand expecting winter and snow jobsβinstead, bikinis and summer sun! Panic sets in as employment vanishes. Students follow Mosa disproving wrong theories (New Zealand closer to sun? No! Distance barely changes. Different sun? No! Same sun!). The correct answer: Earth's tilt. Earth is tilted 23.5 degrees on its axis. When Northern Hemisphere (Colorado) tilts toward sun, it receives direct sunlight = summer. Simultaneously, Southern Hemisphere (New Zealand) tilts away, receiving angled sunlight = winter. Six months later, positions reverse. Same day, opposite seasonsβEarth's tilt determines angle of sun's rays hitting each hemisphere!
β± 40-75 minutes
The Lab
Hands-on Experiment
Three investigations about light dispersion and seasons. Investigation 1: Flat Surfaceβshine flashlight at different angles on graph paper, measuring light spread (direct = concentrated/hot, angled = dispersed/cool). Investigation 2: Round Surfaceβrepeat with styrofoam sphere discovering curved surface affects light distribution. Investigation 3: Tilted Earth Orbiting Sunβskewer through tilted styrofoam Earth, orbit around lamp "sun" in darkened room, observe how tilt creates seasons as different hemispheres receive varying light angles. Create travel brochures for Northern and Southern Hemisphere destinations, explaining seasonal differences using Earth's tilt and sun angle knowledge. Research best travel times!
β± 145 minutes
The Engineer
Design Challenge
Design a space-themed amusement park with scaled planet sizes and distances plus rides representing each planet's conditions! Part 1: Mystery bag of spheresβmatch spheres to planets using scaled diameters (1 cm : 6,370 km scale: Mercury = marble 0.8 cm, Mars = marble 1 cm, Venus = 1.8 cm sphere, Earth = 2 cm, Sun = 218.5 cm diameter or three yoga balls). Part 2: Map scaled distances on classroom walls. Part 3: Design amusement park with rides matching planetary conditions (Venus roller coaster through sulfuric acid clouds? Mars low-gravity trampolines? Jupiter storm simulators?). Accurate scaling teaches solar system proportions!
β± 200 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Sun-Earth System & Solar System Gravity
Neve's ski instructor crew steps off the plane in New Zealand expecting winter and snow jobsβinstead, bikinis and summer sun! Panic sets in as employment vanishes. Students follow Mosa disproving wrong theories (New Zealand closer to sun? No! Distance barely changes. Different sun? No! Same sun!). The correct answer: Earth's tilt. Earth is tilted 23.5 degrees on its axis. When Northern Hemisphere (Colorado) tilts toward sun, it receives direct sunlight = summer. Simultaneously, Southern Hemisphere (New Zealand) tilts away, receiving angled sunlight = winter. Six months later, positions reverse. Same day, opposite seasonsβEarth's tilt determines angle of sun's rays hitting each hemisphere!
Part of:
Sun-Earth System & Solar System Gravity
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Sun-Earth System mystery about Colorado being in winter while New Zealand is in summer and answer comprehension questions about Earth's tilt and seasons
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key Sun-Earth System vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz demonstrating their understanding of how Earth's tilt and orbit cause seasons
What Students Will Learn
How Earth's axial tilt causes different parts of the planet to receive sunlight at different angles throughout the year, producing seasons
How the angle at which sunlight strikes Earth's surface determines how concentrated the solar energy is and how warm a region becomes
Why the Northern and Southern Hemispheres experience opposite seasons at the same time of year
How Earth's orbit around the Sun interacts with its axial tilt to create the seasonal cycle experienced at different latitudes
The difference between the cause of seasons (Earth's tilt) and common misconceptions (such as distance from the Sun)
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Sun-Earth System & Solar System Gravity
Three investigations about light dispersion and seasons. Investigation 1: Flat Surfaceβshine flashlight at different angles on graph paper, measuring light spread (direct = concentrated/hot, angled = dispersed/cool). Investigation 2: Round Surfaceβrepeat with styrofoam sphere discovering curved surface affects light distribution. Investigation 3: Tilted Earth Orbiting Sunβskewer through tilted styrofoam Earth, orbit around lamp "sun" in darkened room, observe how tilt creates seasons as different hemispheres receive varying light angles. Create travel brochures for Northern and Southern Hemisphere destinations, explaining seasonal differences using Earth's tilt and sun angle knowledge. Research best travel times!
Part of:
Sun-Earth System & Solar System Gravity
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review Sun-Earth System concepts and are introduced to the three light-dispersion and seasons investigations
2
Investigation 1: Light on a Flat Surface
25β30 min
Students shine light at different angles onto graph paper and measure the size of the illuminated area to discover how the angle of sunlight affects how concentrated the solar energy is
3
Investigation 2: Light on a Round Surface
25β30 min
Students repeat the light angle investigation on a styrofoam sphere to model how sunlight hits Earth's curved surface differently at different latitudes
4
Investigation 3: Tilted Earth Model
30β35 min
Students tilt the styrofoam sphere on a skewer and orbit it around a lamp to model how Earth's axial tilt causes different hemispheres to receive more direct sunlight at different points in the orbit, producing seasons
5
Create a Travel Brochure
30β35 min
Students use their investigation findings to create a travel brochure highlighting destinations in both the Northern and Southern Hemispheres, including a Sun-Earth System diagram, seasonal explanations, and a packing list for each destination
6
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of light angles, Earth's tilt, and seasons through analysis questions
What Students Will Learn
How the angle at which sunlight strikes a surface determines how concentrated the solar energy is β direct sunlight heats a smaller area more intensely than angled sunlight spread over a larger area
How Earth's curved surface means that different latitudes naturally receive sunlight at different angles, producing temperature differences between the equator and the poles
How Earth's axial tilt combined with its orbit around the Sun causes the angle of incoming sunlight to change throughout the year, producing seasons
How the same Sun-Earth geometry that produces summer in the Northern Hemisphere simultaneously produces winter in the Southern Hemisphere
How to use a physical model to investigate and explain a large-scale astronomical phenomenon that occurs over the course of a year
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab Extension
Sun-Earth System & Solar System Gravity
Students will develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, and eclipses of the sun and the moon. (75 minutes)
Part of:
Sun-Earth System & Solar System Gravity
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review Sun-Earth System concepts and are introduced to the Lunar Phases modeling challenge
2
Build & Use the Sun-Earth-Moon Model
35β40 min
Students construct a physical model using a styrofoam sphere moon on a skewer and a lamp as the Sun, then systematically position the moon in each of the eight lunar phase positions and record how much of the illuminated surface is visible from Earth's perspective at each position
3
Create a Lunar Phases Reference Guide
15β20 min
Students use their observations to create a Lunar Phases Reference Guide, matching moon illustrations to the correct positions on a diagram of the lunar cycle
4
Analysis Questions & Optional Moon Viewer
15β20 min
Students answer analysis questions explaining why the moon appears to change shape over the course of a month, then optionally construct a paper Moon Viewer to explore lunar phases interactively
What Students Will Learn
Why the Moon appears to change shape (phase) as seen from Earth β because the Moon's orbital position determines how much of its illuminated half faces Earth at any given time
The names, appearance, and orbital positions of the eight main lunar phases in the monthly cycle
How the relative positions of the Sun, Earth, and Moon produce both lunar phases and solar and lunar eclipses
How a physical model of the Sun-Earth-Moon system can be used to predict and explain the cyclic pattern of lunar phases
How the same side of the Moon always faces Earth due to the synchronization of the Moon's rotation and orbital period
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Sun-Earth System & Solar System Gravity
Design a space-themed amusement park with scaled planet sizes and distances plus rides representing each planet's conditions! Part 1: Mystery bag of spheresβmatch spheres to planets using scaled diameters (1 cm : 6,370 km scale: Mercury = marble 0.8 cm, Mars = marble 1 cm, Venus = 1.8 cm sphere, Earth = 2 cm, Sun = 218.5 cm diameter or three yoga balls). Part 2: Map scaled distances on classroom walls. Part 3: Design amusement park with rides matching planetary conditions (Venus roller coaster through sulfuric acid clouds? Mars low-gravity trampolines? Jupiter storm simulators?). Accurate scaling teaches solar system proportions!
Part of:
Sun-Earth System & Solar System Gravity
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review solar system and gravity concepts and are introduced to the space-themed amusement park engineering challenge
2
Part 1: Scaling Planet Sizes
25β30 min
Using a mystery bag of spheres, students discover the scaled sizes of the planets relative to each other, matching each sphere to a planet using the scale 1 cm = 6,370 km
3
Part 2: Scaling Planet Distances
25β30 min
Students calculate and map the scaled distances of each planet from the Sun along a classroom wall, discovering just how vast the solar system is when drawn to scale
4
Part 3: Design a Solar System Amusement Park
70β80 min
Students design a space-themed amusement park blueprint that accurately scales each planet's distance from the Sun and creates a ride for each planet that represents its unique surface or atmospheric conditions
5
Presentations
20 min
Students present their amusement park designs, explaining the science of each planet's characteristics and how their ride designs represent those conditions
What Students Will Learn
How the planets in our solar system vary enormously in size and distance from the Sun, and why scale models are necessary to understand these relationships
How to use a scale factor to convert actual astronomical distances and sizes into a manageable physical model
The key surface and atmospheric conditions of each planet in the solar system and how those conditions differ from Earth
How gravity governs the orbits of all planets and moons in the solar system, with more massive objects exerting stronger gravitational pull
How to apply scientific data about the solar system to create an accurate and creative scale model in the form of an engineering design
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Earthquakes & Volcanoes
Students investigate why earthquakes and volcanoes cluster in specific zones where Earth's crustal pieces meet. Through analyzing seismic data from real earthquakes or investigating volcano eruption patterns, building models demonstrating divergent, convergent, and transform boundaries using graham crackers and frosting, and engineering earthquake-resistant structures or early warning systems, students discover how plate tectonics drives Earth's most dramatic geological events.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Every cake at the Cake County contest is destroyed by an earthquakeβexcept Leonardo's, which he claims proves there was no earthquake at all. Students follow Mosa as she investigates earthquake damage patterns across the county and consults a volcanologist 100 miles away. By the end, they discover that earthquakes and volcanoes share a common cause: the gradual buildup of pressure between slowly moving tectonic plates that suddenly releases energy.
β± 40-75 minutes
The Lab
Hands-on Experiment
Four hands-on stations with graham crackers as tectonic plates and Cool Whip (dyed red) as magma. Students model convergent boundaries (plates crash together, mountains form), divergent boundaries (plates pull apart, magma rises), transform boundaries (plates slide past, earthquakes happen), and subduction zones (one plate dives under another, volcanoes erupt). Mini marshmallow "houses" ride on top so students can see what happens to structures during each interaction. Data collection reveals which boundary types create earthquakes, volcanoes, or both.
β± 100 minutes
The Engineer
Design Challenge
Design protection for a village threatened by either earthquakes or volcanic eruptions. Students research mitigation strategies (earthquake-resistant building designs, lava diversion channels, early warning systems, evacuation routes), choose one natural hazard, engineer a solution, and build prototypes using paper, tape, and various construction materials. Presentations explain how their designs reduce damage and save livesβapplying geological knowledge to real-world hazard preparedness.
β± 120 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Earthquakes & Volcanoes
Every cake at the Cake County contest is destroyed by an earthquakeβexcept Leonardo's, which he claims proves there was no earthquake at all. Students follow Mosa as she investigates earthquake damage patterns across the county and consults a volcanologist 100 miles away. By the end, they discover that earthquakes and volcanoes share a common cause: the gradual buildup of pressure between slowly moving tectonic plates that suddenly releases energy.
Part of:
Earthquakes & Volcanoes
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Earthquakes & Volcanoes mystery set in Cake County and answer comprehension questions about earthquake and volcano causes
2
Vocabulary Mind Map Activity
15-45 min
Students build a mind map connecting key earthquakes and volcanoes vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10-15 min
Students complete a quiz to demonstrate understanding of earthquake and volcano formation
What Students Will Learn
How tectonic plates move and why their interactions cause earthquakes and volcanic eruptions
The relationship between pressure buildup along fault lines and the occurrence of earthquakes
How volcanoes form at tectonic plate boundaries and hotspots
The difference between convergent, divergent, and transform plate boundaries
How seismic waves travel through Earth and what they reveal about Earth's interior
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Earthquakes & Volcanoes
Four hands-on stations with graham crackers as tectonic plates and Cool Whip (dyed red) as magma. Students model convergent boundaries (plates crash together, mountains form), divergent boundaries (plates pull apart, magma rises), transform boundaries (plates slide past, earthquakes happen), and subduction zones (one plate dives under another, volcanoes erupt). Mini marshmallow "houses" ride on top so students can see what happens to structures during each interaction. Data collection reveals which boundary types create earthquakes, volcanoes, or both.
Part of:
Earthquakes & Volcanoes
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review earthquake and volcano concepts and are introduced to the lab challenge
2
Earthquake & Volcano Investigations
60-80 min
Students complete hands-on investigations modeling the forces and processes that cause earthquakes and volcanic eruptions, collecting and recording data throughout
3
Analyze & Draw Conclusions
20-25 min
Students analyze their investigation results and connect their observations to real geological processes driven by tectonic plate movement
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of earthquake and volcano causes through analysis questions and real-world applications
What Students Will Learn
How pressure builds between tectonic plates and is released as seismic energy during an earthquake
How magma rises through the crust to create volcanic eruptions at plate boundaries and hotspots
The factors that affect the intensity of an earthquake or the explosiveness of a volcanic eruption
How physical models can represent and help explain real geological processes
How engineers and scientists use data from seismic events to better understand Earth's structure
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Earthquakes & Volcanoes
Design protection for a village threatened by either earthquakes or volcanic eruptions. Students research mitigation strategies (earthquake-resistant building designs, lava diversion channels, early warning systems, evacuation routes), choose one natural hazard, engineer a solution, and build prototypes using paper, tape, and various construction materials. Presentations explain how their designs reduce damage and save livesβapplying geological knowledge to real-world hazard preparedness.
Part of:
Earthquakes & Volcanoes
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review earthquake and volcano science concepts and are introduced to the engineering design challenge
2
Research the Geological Challenge
40-50 min
Students research a real seismic or volcanic hazard and investigate how it affects the communities and infrastructure in a specific region
3
Design an Engineering Solution
60-70 min
Students design a structure, early warning system, or community preparedness plan that addresses their chosen geological hazard
4
Presentations & Peer Evaluation
20-30 min
Students present their engineering solutions and evaluate each other's designs based on how well they address the problem's criteria and constraints
What Students Will Learn
How tectonic activity creates real and ongoing hazards for human communities
How engineers and urban planners use geological science to design earthquake-resistant structures and disaster preparedness systems
How to evaluate the trade-offs of different engineering solutions for a geological hazard
How to apply research to support and justify a design solution
The connection between understanding Earth's geological processes and protecting human lives
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Rock Cycle & Earth's History
Students master how heat, pressure, weathering, and erosion transform rocks through continuous cycles. Through solving treasure hunt mysteries or investigating amazing formation changes over time, conducting Crayon Rock Journey experiments modeling igneous, sedimentary, and metamorphic processes through melting and compacting, and engineering protection solutions for famous monuments threatened by weathering and erosion, students learn rocks constantly change over geological timescales.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
At an estate sale, Mosa discovers a lifetime treasureβan ancient guide book with directions to the Sunset Topaz, the world's most wanted crystal! Students follow her wild adventure through erupting mountains (witnessing igneous rock forming from cooling magma/lava), crumbling cities (observing weathering breaking rocks down), and ancient rivers (seeing sedimentary rock forming from compacted sediments), all while being chased by evil Zog seeking the same treasure. Mosa explores the rock cycle, discovering three rock types and the forces creating them (metamorphic rock forms under heat and pressure), using this knowledge to outsmart Zog and keep the Sunset Topaz.
β± 40-75 minutes
The Lab
Hands-on Experiment
Students shave colored crayons into "sediments," compact them under pressure simulating sedimentary rock formation (pressing with books on wax paper), apply heat transforming them into metamorphic rock (floating aluminum foil boats in hot water, melting and changing crayon structure), then witness complete melting and cooling creating igneous rock (liquid crayon solidifying). Safety precautions include careful knife handling and supervised hot water use. They create annotated diagrams depicting each rock type and transformation process, explaining how rocks cycle between forms through different geological forces over millions of years.
β± 120 minutes
The Engineer
Design Challenge
Choose a famous monument threatened by weathering and erosion (Taj Mahal suffering acid rain damage? Sphinx nose eroded by wind and sand? Statue of Liberty corroding? Easter Island statues weathering? Mount Rushmore cracking from freeze-thaw cycles?), then engineer protection solutions. Students research specific weathering threats affecting their chosen monument, design prevention or mitigation strategies (protective coatings, drainage systems, climate-controlled enclosures, chemical treatments, restoration protocols), create technical diagrams or 3D prototypes, and present solutions explaining how designs protect monuments from ongoing geological processes destroying cultural heritage.
β± 150 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Rock Cycle & Earth's History
At an estate sale, Mosa discovers a lifetime treasureβan ancient guide book with directions to the Sunset Topaz, the world's most wanted crystal! Students follow her wild adventure through erupting mountains (witnessing igneous rock forming from cooling magma/lava), crumbling cities (observing weathering breaking rocks down), and ancient rivers (seeing sedimentary rock forming from compacted sediments), all while being chased by evil Zog seeking the same treasure. Mosa explores the rock cycle, discovering three rock types and the forces creating them (metamorphic rock forms under heat and pressure), using this knowledge to outsmart Zog and keep the Sunset Topaz.
Part of:
Rock Cycle & Earth's History
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Rock Cycle mystery β a treasure hunt for the Sunset Topaz β and answer comprehension questions about the rock cycle, rock types, weathering, and erosion
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key rock cycle vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz demonstrating their understanding of the rock cycle and the forces that create and transform rocks
What Students Will Learn
The three types of rocks β igneous, sedimentary, and metamorphic β and the conditions under which each forms
How the rock cycle describes the continuous transformation of rocks from one type to another through geological processes
How weathering and erosion break down rocks and transport sediment to new locations over time
How the properties of different rocks β such as hardness, texture, and composition β reflect how they were formed
How Earth's geological processes continuously reshape the surface and interior of the planet over millions of years
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Rock Cycle & Earth's History
Students shave colored crayons into "sediments," compact them under pressure simulating sedimentary rock formation (pressing with books on wax paper), apply heat transforming them into metamorphic rock (floating aluminum foil boats in hot water, melting and changing crayon structure), then witness complete melting and cooling creating igneous rock (liquid crayon solidifying). Safety precautions include careful knife handling and supervised hot water use. They create annotated diagrams depicting each rock type and transformation process, explaining how rocks cycle between forms through different geological forces over millions of years.
Part of:
Rock Cycle & Earth's History
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review rock cycle concepts and are introduced to the Crayon Rock Journey challenge
2
Journey Part 1: Igneous Rock
20β25 min
Students begin with a whole crayon representing igneous rock formed from cooled magma, observing and describing its structure and properties
3
Journey Part 2: Sedimentary Rock
20β25 min
Students shave their crayons into pieces representing weathering and erosion, then compress the shavings using pressure to model sedimentary rock formation
4
Journey Part 3: Metamorphic Rock
20β25 min
Students apply heat and pressure to their compressed crayon shavings to model how heat and pressure deep in Earth's crust transform rock into metamorphic rock
5
Journey Part 4: Igneous Rock Again
20β25 min
Students melt their metamorphic crayon rock using hot water to model how magma forms and cools to create new igneous rock, completing the cycle
6
Annotated Diagram
20β25 min
Students create an annotated diagram of the rock cycle, labeling each rock type, the forces that transform them, and how each stage of the Crayon Journey represents a real geological process
What Students Will Learn
How igneous rocks form when magma or lava cools and solidifies, either underground or on Earth's surface
How sedimentary rocks form when layers of sediment are compressed and cemented together over time
How metamorphic rocks form when existing rocks are transformed by intense heat and pressure deep within Earth's crust
How the rock cycle is a continuous process in which rocks are constantly being created, destroyed, and transformed over geological time
How to use a physical model to represent and explain the forces and processes involved in each stage of the rock cycle
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab Extension
Rock Cycle & Earth's History
Students complete three activities to construct an explanation, based on evidence from rock strata, for how the geologic time scale is used to organize Earthβs history. (140 mins)
Part of:
Rock Cycle & Earth's History
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review rock cycle concepts and are introduced to the History of the Earth extension, exploring how rock strata preserve evidence of Earth's past
2
Superposition Demonstration
20β25 min
Students observe a teacher-led demonstration of layering different materials in a clear container to model how rock layers form over time, recording the order and relative ages of each layer
3
Mystery Word Card Sequencing
20β25 min
Students apply the Law of Superposition to correctly sequence a set of mystery word cards, practicing the logic of relative dating before applying it to actual rock columns
4
Fossil Card Sequencing & Earth's History
35β45 min
Students sequence fossil cards within a rock column from oldest to youngest, then construct an explanation for how the fossil record shows the progression of life on Earth over geological time
What Students Will Learn
The Law of Superposition: in an undisturbed sequence of rock layers, older layers are found deeper in the sequence and younger layers are found closer to the surface
How relative dating allows scientists to determine the sequence of geological events without knowing their exact age in years
How sedimentary rock layers preserve fossils that serve as evidence of the types of organisms that lived during different periods of Earth's history
How the geologic time scale organizes Earth's 4.5 billion year history into intervals based on major changes in the fossil record
How physical models of rock strata can be used to investigate and explain Earth's geological and biological history
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Rock Cycle & Earth's History
Choose a famous monument threatened by weathering and erosion (Taj Mahal suffering acid rain damage? Sphinx nose eroded by wind and sand? Statue of Liberty corroding? Easter Island statues weathering? Mount Rushmore cracking from freeze-thaw cycles?), then engineer protection solutions. Students research specific weathering threats affecting their chosen monument, design prevention or mitigation strategies (protective coatings, drainage systems, climate-controlled enclosures, chemical treatments, restoration protocols), create technical diagrams or 3D prototypes, and present solutions explaining how designs protect monuments from ongoing geological processes destroying cultural heritage.
Part of:
Rock Cycle & Earth's History
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review weathering and erosion concepts and are introduced to the engineering challenge: protecting a famous monument from weathering and erosion
2
Research a Monument
40β50 min
Students select a famous monument and research what type of rock it is made from, what weathering agents are affecting it, and how those processes are degrading the structure
3
Design a Weathering Protection Solution
60β70 min
Students design a solution to prevent or mitigate the effects of weathering and erosion on their chosen monument, creating a detailed technical drawing with labeled parts and annotations
4
Presentations
20 min
Students present their design solutions as if addressing an audience of peers or community members, explaining the science of weathering and how their design counters it
What Students Will Learn
How the mineral composition and structure of a rock determine how vulnerable it is to different types of weathering and erosion
How engineers design protective coatings, barriers, drainage systems, and structural reinforcements to slow the weathering of stone monuments
How to apply knowledge of chemical and mechanical weathering to evaluate which specific threats a monument faces and why
How to design an engineering solution that targets the specific weathering processes affecting a real-world structure
How preserving historical monuments requires both scientific understanding of rock properties and creative engineering problem-solving
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Interaction of Organisms
Students discover organisms interact through symbiotic relationships and predator-prey dynamics maintaining ecosystem balance. Through solving coral reef murder mysteries or investigating kelp forest collapses when keystone predators vanish, creating Ecosystem Tours presentations highlighting mutualism, competition, and predation drama using videos and organism cards, and engineering invasive species monitoring and removal solutions, students learn interaction types shape healthy ecosystems.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
The clownfish comedian was the life of the partyβuntil he vanished on his way to his final booking. His assistant finds only remains on the ocean floor. Students follow Mosa underwater, encountering various coral reef organisms and learning different interaction types: mutualism (clownfish and sea anemones protect each other), competition (multiple species fighting for limited food or space), and predation (hunters eating prey). After examining evidence and abiotic factors (water temperature, pH, pollution), Mosa identifies the Clownfish Killerβrevealing how organism interactions determine survival in ecosystems.
β± 40-75 minutes
The Lab
Hands-on Experiment
Your summer job at Ecosystem Tours is failingβbusiness is slow, you might lose your job! Your brilliant idea: instead of just pointing out animals, highlight the dramatic interactions between organismsβthe friendships, the competition, the predation! Students analyze videos, images, and reading passages from multiple ecosystems, work through stations with organism interaction cards identifying mutualism pairs (oxpeckers cleaning hippos, bees pollinating flowers), competition scenarios (lions vs. hyenas for prey), and predation relationships (hawks hunting mice). They create presentations showcasing these dramatic ecosystem storiesβcustomers will love the drama!
β± 190 minutes
The Engineer
Design Challenge
Research an invasive species threatening North American ecosystems (zebra mussels? Burmese pythons? kudzu vines? Asian carp? emerald ash borers?) and design solutions to monitor, contain, or remove them before they spread further. Students investigate how invasives disrupt native organism interactions (outcompeting natives for resources, preying on species with no defenses, spreading diseases), then engineer plans or devices: traps, barriers, biological controls, monitoring sensors, removal technologies. They build models and present solutions explaining how their designs prevent invasive species from devastating additional ecosystems.
β± 200 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Interaction of Organisms
The clownfish comedian was the life of the partyβuntil he vanished on his way to his final booking. His assistant finds only remains on the ocean floor. Students follow Mosa underwater, encountering various coral reef organisms and learning different interaction types: mutualism (clownfish and sea anemones protect each other), competition (multiple species fighting for limited food or space), and predation (hunters eating prey). After examining evidence and abiotic factors (water temperature, pH, pollution), Mosa identifies the Clownfish Killerβrevealing how organism interactions determine survival in ecosystems.
Part of:
Interaction of Organisms
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Interactions of Organisms mystery set in a coral reef ecosystem and answer comprehension questions about the relationships between organisms
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key interactions of organisms vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of organism interactions and ecosystem relationships
What Students Will Learn
The different types of relationships between organisms in an ecosystem, including mutualism, competition, and predation
How mutualistic relationships benefit both organisms involved
How competition for resources affects the survival and population size of organisms in an ecosystem
How predator-prey relationships regulate population sizes within an ecosystem
How abiotic factors such as temperature, light, and water availability affect the health of organisms and their interactions
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Interaction of Organisms
Your summer job at Ecosystem Tours is failingβbusiness is slow, you might lose your job! Your brilliant idea: instead of just pointing out animals, highlight the dramatic interactions between organismsβthe friendships, the competition, the predation! Students analyze videos, images, and reading passages from multiple ecosystems, work through stations with organism interaction cards identifying mutualism pairs (oxpeckers cleaning hippos, bees pollinating flowers), competition scenarios (lions vs. hyenas for prey), and predation relationships (hawks hunting mice). They create presentations showcasing these dramatic ecosystem storiesβcustomers will love the drama!
Part of:
Interaction of Organisms
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review organism interaction concepts and are introduced to the lab investigation challenge
2
Ecosystem Interaction Investigations
60β80 min
Students complete hands-on investigations exploring mutualistic, competitive, and predatory relationships in real ecosystems, collecting and recording data on how each type of interaction affects organism populations and ecosystem health
3
Analyze & Draw Conclusions
20β25 min
Students analyze their investigation data and construct explanations about how different types of organism interactions maintain or disrupt ecosystem balance
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of organism interactions through analysis questions and real-world applications
What Students Will Learn
How to classify organism interactions as mutualistic, competitive, predatory, or commensal based on their effects on each species involved
How the balance of predator-prey relationships regulates population sizes within an ecosystem
How competition for the same resources can limit population growth and drive adaptations in competing species
How to use observational data and models to explain the effects of organism interactions on ecosystem stability
How changes in one species' population ripple through the food web and affect the entire ecosystem
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Interaction of Organisms
Research an invasive species threatening North American ecosystems (zebra mussels? Burmese pythons? kudzu vines? Asian carp? emerald ash borers?) and design solutions to monitor, contain, or remove them before they spread further. Students investigate how invasives disrupt native organism interactions (outcompeting natives for resources, preying on species with no defenses, spreading diseases), then engineer plans or devices: traps, barriers, biological controls, monitoring sensors, removal technologies. They build models and present solutions explaining how their designs prevent invasive species from devastating additional ecosystems.
Part of:
Interaction of Organisms
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review organism interaction concepts and are introduced to the 2025 engineering challenge
2
Research an Ecosystem Disruption
40β50 min
Students research a real-world ecosystem disruption caused by changes in organism interactions β such as invasive species, overhunting, or habitat fragmentation β and analyze its effects on the ecosystem
3
Design a Restoration Solution
60β70 min
Students design an engineering strategy or conservation plan to restore the disrupted ecosystem by rebalancing the interactions between organisms
4
Presentations & Peer Evaluation
20β30 min
Students present their research and restoration plans and evaluate each other's designs for scientific accuracy and feasibility
What Students Will Learn
How human activity can disrupt the natural interactions between organisms and destabilize entire ecosystems
How conservation engineers use knowledge of organism interactions to design strategies that restore ecological balance
How the reintroduction, removal, or management of a single species can have cascading effects on the entire ecosystem
How to evaluate the trade-offs and unintended consequences of different ecosystem restoration strategies
The connection between healthy organism interactions and the ecosystem services that support human communities
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Evidence of Evolution
Students investigate evolution evidence discovering three types prove common ancestry across species. Through examining Evie Loo's Natural History Wing fossils or analyzing transitional form mysteries, rotating through stations comparing anatomical structures, embryological development, and fossil sequences, and engineering devices monitoring ongoing evolution like antibiotic-resistant bacteria, students master analyzing evolutionary relationships using fossil, embryological, and comparative anatomy evidence lines.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Evie Loo's will names Pongo the orangutan, P-Jon the bird, and Lil' Swimmy the fish as her family. Lawyers declare it invalidβthey're not related! Students follow Mosa through Evie's mansion's Natural History wing, gathering three types of evidence: fossil evidence (transitional forms showing evolutionary changes), embryological evidence (all vertebrate embryos look similar early on, sharing gill slits and tails), and comparative anatomy (homologous structures like human arms, bird wings, and whale flippers share the same bone arrangement). The verdict: all species share a common ancestor, making them technically family. The Will stands!
β± 40-75 minutes
The Lab
Hands-on Experiment
Three evidence-gathering stations. Station 1: Anatomical StructuresβStudents compare bone arrangements in human arms, bird wings, whale flippers, and bat wings, discovering homologous structures that prove common ancestry despite different functions. Station 2: EmbryosβStudents examine vertebrate embryo cards (fish, birds, turtles, humans) at different developmental stages, identifying shared early features (pharyngeal arches/gill slits, tails, limb buds) that later diverge. Station 3: FossilsβStudents arrange whale fossil sheets chronologically, reconstructing evolutionary history from land-dwelling ancestors with legs to modern aquatic whales. They complete Evidence Journals explaining how each evidence type supports evolution.
β± 145 minutes
The Engineer
Design Challenge
Design a device to monitor that evolution is still happening within a species right now. Students research modern examples of observable evolution (antibiotic-resistant bacteria? pesticide-resistant insects? climate-adapted animals?), identify traits that are changing, then engineer monitoring devicesβmaybe automated cameras tracking beak sizes in finch populations, sensors measuring wing length changes in moths, or sample collectors tracking bacterial resistance rates. They present designs explaining how their devices gather data proving evolution continues in real time, not just ancient history.
β± 175 minutes
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Evidence of Evolution
Evie Loo's will names Pongo the orangutan, P-Jon the bird, and Lil' Swimmy the fish as her family. Lawyers declare it invalidβthey're not related! Students follow Mosa through Evie's mansion's Natural History wing, gathering three types of evidence: fossil evidence (transitional forms showing evolutionary changes), embryological evidence (all vertebrate embryos look similar early on, sharing gill slits and tails), and comparative anatomy (homologous structures like human arms, bird wings, and whale flippers share the same bone arrangement). The verdict: all species share a common ancestor, making them technically family. The Will stands!
Part of:
Evidence of Evolution
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Evidence of Evolution mystery and answer comprehension questions about how scientists use evidence to support the theory of evolution
2
Vocabulary Mind Map Activity
15-45 min
Students build a mind map connecting key evolution vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10-15 min
Students complete a quiz to demonstrate understanding of evolution and the evidence that supports it
What Students Will Learn
What the theory of evolution states and how it explains the diversity of life on Earth
The types of scientific evidence used to support evolution, including fossils, anatomical structures, and embryology
How natural selection drives evolutionary change over time
How organisms that share a common ancestor may still show anatomical similarities
How the fossil record documents changes in species over geological time
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Evidence of Evolution
Three evidence-gathering stations. Station 1: Anatomical StructuresβStudents compare bone arrangements in human arms, bird wings, whale flippers, and bat wings, discovering homologous structures that prove common ancestry despite different functions. Station 2: EmbryosβStudents examine vertebrate embryo cards (fish, birds, turtles, humans) at different developmental stages, identifying shared early features (pharyngeal arches/gill slits, tails, limb buds) that later diverge. Station 3: FossilsβStudents arrange whale fossil sheets chronologically, reconstructing evolutionary history from land-dwelling ancestors with legs to modern aquatic whales. They complete Evidence Journals explaining how each evidence type supports evolution.
Part of:
Evidence of Evolution
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review evolution concepts and are introduced to the three-station evidence investigation
2
Station A: Fossil Record
25-30 min
Students examine and sequence whale ancestor fossil images from oldest to youngest, analyzing similarities and differences to interpret patterns in the fossil record
3
Station B: Anatomical Structures
25-30 min
Students compare the anatomical structures of different animals to identify homologous bones and use structural similarities to infer evolutionary relationships
4
Station C: Embryological Development
25-30 min
Students examine embryo images from multiple species to identify similarities in early development and explain what these patterns indicate about shared ancestry
5
Exit Ticket: Check for Understanding
10 min
Students synthesize their findings from all three stations to demonstrate their understanding of the multiple lines of evidence that support the theory of evolution
What Students Will Learn
How the fossil record provides evidence for how species have changed over time
How similarities in anatomical structures across different species indicate shared evolutionary ancestry
How similarities in embryological development reveal evolutionary relationships that may not be obvious in adult forms
How scientists use multiple independent lines of evidence to build a stronger scientific case
How patterns in biological data can be used to construct explanations about evolutionary history
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Evidence of Evolution
Design a device to monitor that evolution is still happening within a species right now. Students research modern examples of observable evolution (antibiotic-resistant bacteria? pesticide-resistant insects? climate-adapted animals?), identify traits that are changing, then engineer monitoring devicesβmaybe automated cameras tracking beak sizes in finch populations, sensors measuring wing length changes in moths, or sample collectors tracking bacterial resistance rates. They present designs explaining how their devices gather data proving evolution continues in real time, not just ancient history.
Part of:
Evidence of Evolution
Lesson Flow
1
Introduction & PowerPoint
10-15 min
Students review evolution evidence concepts and are introduced to the evolution monitoring device challenge
2
Select a Species & Research
40-50 min
Students choose a species and research how it has evolved from its ancestors up to the present day, identifying the characteristics that have changed over time
3
Brainstorm & Plan the Monitoring Device
30-40 min
Students identify what data would need to be collected over time to detect continued evolution in their chosen species and design a device or system to gather that data
4
Build & Document the Prototype
60 min
Students create a technical drawing or physical model of their evolution-monitoring device with labeled parts and written annotations explaining how it works
5
Presentations
10-20 min
Students present their devices and explain how the data collected would provide evidence of ongoing evolutionary change
What Students Will Learn
How scientists track evolutionary changes in species over time using measurable biological data
That evolution is an ongoing process, not a historical event, and can be observed and measured
How to identify the specific traits or characteristics in a species most likely to show evolutionary change
How to apply knowledge of evolutionary science to design an original data-collection device
How engineers and scientists work together to create tools that monitor change in natural systems
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Oceans & Climate
Students learn how unequal heating, Earth's rotation, and ocean circulation determine regional climates worldwide. Through solving drift pattern mysteries or investigating current dynamics and formation, conducting six discovery days testing latitude heating, ocean currents, density, geography, and heat capacity effects, and engineering ocean current energy harvesting devices choosing optimal locations, students discover oceans act as climate regulators distributing heat globally.
What Your Students Will Experience
Most Popular
The Solve
Mystery Investigation
Secret nuclear plans hidden in garden gnomes spill overboard near the Philippinesβnow they're floating across the Pacific! Mosa helps Interpol agents track down the "Air-Quote Gnome" by investigating ocean current dynamics. Students discover that ocean currents follow predictable patterns influenced by: Earth's rotation (Coriolis effect), wind pushing surface water, land masses redirecting flow, and density differences (cold salty water sinks, warm fresh water rises). General pattern: cold water moves from poles toward equator, warm water flows from equator toward poles. By combining these factors accurately, they locate and recover the missing gnome with nuclear plans.
β± 75 minutes
The Lab
Hands-on Experiment
Six discovery-based investigation days exploring factors affecting ocean movement and regional climate. Day 1: LatitudeβTest how sunlight angle affects heating at different latitudes (equator receives direct rays, poles receive angled rays). Day 2: Ocean and Wind CurrentsβMap how wind patterns drive surface currents, creating global circulation. Day 3: DensityβInvestigate how temperature and salinity affect water density, causing cold salty water to sink and drive deep ocean currents. Day 4: GeographyβExamine how land masses redirect ocean currents and create regional climate patterns. Day 5: HeatβCompare how land vs. water absorbs and releases heat (water changes temperature slowly, land changes quickly). Day 6: AssessmentβStudents present comprehensive understanding of how all factors interact.
β±
The Engineer
Design Challenge
Harness clean energy from ocean currents! Students review forces impacting ocean circulation, brainstorm energy capture methods, then choose optimal locations for devices based on maps showing surface temperatures, current speeds, and wind patterns. They design either surface current generators (capturing energy from fast-moving Gulf Stream, Kuroshio Current, or Antarctic Circumpolar Current) or deep water current devices (harvesting energy from density-driven thermohaline circulation). Final presentations include either physical models or technical diagrams showing device placement on world maps with engineering explanations of why their chosen location maximizes energy capture.
β±
Everything You Need Is Included
Complete lesson plans & student guides
Pre & post assessments / State test practice
Supporting educator videos
Student worksheets & data collection sheets
Detailed lesson plans, materials list & assignment options
Lesson 1: Solve
Oceans & Climate
Secret nuclear plans hidden in garden gnomes spill overboard near the Philippinesβnow they're floating across the Pacific! Mosa helps Interpol agents track down the "Air-Quote Gnome" by investigating ocean current dynamics. Students discover that ocean currents follow predictable patterns influenced by: Earth's rotation (Coriolis effect), wind pushing surface water, land masses redirecting flow, and density differences (cold salty water sinks, warm fresh water rises). General pattern: cold water moves from poles toward equator, warm water flows from equator toward poles. By combining these factors accurately, they locate and recover the missing gnome with nuclear plans.
Part of:
Oceans & Climate
Lesson Flow
1
Read/Watch the Comic Mystery
20 min
Students engage with the Mosa Mack Oceans & Climate mystery and answer comprehension questions about how the ocean influences Earth's climate systems
2
Vocabulary Mind Map Activity
15β45 min
Students build a mind map connecting key oceans and climate vocabulary terms, definitions, and diagrams
3
Exit Ticket: Check for Understanding
10β15 min
Students complete a quiz to demonstrate understanding of how oceans and climate interact
What Students Will Learn
How the ocean absorbs and stores heat energy, playing a critical role in regulating Earth's climate
How ocean currents distribute heat around the planet and influence regional weather patterns and temperatures
How rising ocean temperatures due to climate change affect marine ecosystems and global weather systems
The relationship between ocean acidification and increased atmospheric carbon dioxide
How changes in ocean conditions can have far-reaching consequences for both marine life and human communities
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 2: Lab
Oceans & Climate
Six discovery-based investigation days exploring factors affecting ocean movement and regional climate. Day 1: LatitudeβTest how sunlight angle affects heating at different latitudes (equator receives direct rays, poles receive angled rays). Day 2: Ocean and Wind CurrentsβMap how wind patterns drive surface currents, creating global circulation. Day 3: DensityβInvestigate how temperature and salinity affect water density, causing cold salty water to sink and drive deep ocean currents. Day 4: GeographyβExamine how land masses redirect ocean currents and create regional climate patterns. Day 5: HeatβCompare how land vs. water absorbs and releases heat (water changes temperature slowly, land changes quickly). Day 6: AssessmentβStudents present comprehensive understanding of how all factors interact.
Part of:
Oceans & Climate
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review oceans and climate concepts and are introduced to the lab investigation challenge
2
Ocean & Climate Investigations
60β80 min
Students complete hands-on investigations exploring how ocean temperature, salinity, and circulation patterns influence climate, collecting and recording data throughout
3
Analyze & Draw Conclusions
20β25 min
Students analyze their investigation data and construct explanations connecting ocean properties to regional and global climate patterns
4
Exit Ticket: Check for Understanding
10 min
Students demonstrate their understanding of ocean-climate interactions through analysis questions and real-world applications
What Students Will Learn
How the physical properties of ocean water β including temperature, salinity, and density β drive ocean circulation patterns
How ocean currents act as a global heat distribution system, moderating the climates of coastal regions
How to design and conduct a controlled experiment to investigate how ocean properties affect heat absorption and transfer
How changes in ocean temperature and circulation are connected to broader climate change patterns
How scientists use ocean data to model and predict changes in Earth's climate systems
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key
Lesson 3: Engineer
Oceans & Climate
Harness clean energy from ocean currents! Students review forces impacting ocean circulation, brainstorm energy capture methods, then choose optimal locations for devices based on maps showing surface temperatures, current speeds, and wind patterns. They design either surface current generators (capturing energy from fast-moving Gulf Stream, Kuroshio Current, or Antarctic Circumpolar Current) or deep water current devices (harvesting energy from density-driven thermohaline circulation). Final presentations include either physical models or technical diagrams showing device placement on world maps with engineering explanations of why their chosen location maximizes energy capture.
Part of:
Oceans & Climate
Lesson Flow
1
Introduction & PowerPoint
10β15 min
Students review oceans and climate concepts and are introduced to the engineering design challenge
2
Research an Ocean-Climate Problem
40β50 min
Students research a specific ocean-climate challenge β such as ocean acidification, coral bleaching, sea level rise, or disrupted ocean currents β and analyze its causes and effects
3
Design a Solution
60β70 min
Students design an engineering solution, policy strategy, or monitoring system to address their chosen ocean-climate problem
4
Presentations
20β30 min
Students present their research and design solutions, explaining both the ocean science and the engineering rationale behind their approach
What Students Will Learn
How specific ocean-climate problems such as acidification, warming, and circulation disruption threaten marine ecosystems and human communities
How engineers and scientists design monitoring systems and interventions to protect ocean health
How to use ocean science research to identify a meaningful problem and design an evidence-based solution
How local ocean-climate challenges are connected to global climate systems and require both local and international solutions
The connection between protecting the health of Earth's oceans and maintaining stable climate conditions for life on Earth
Included with This Lesson
Detailed lesson plan with timing
Student worksheets & data collection sheets
Guided presentation slides
Assessment rubric & answer key