Session #1: Introduction (Runtime 7:06)      ☛ video (en)   ☛ video (sp)
(Note: this video is also available in Spanish)
Discuss a few examples from history where codes were used.
Explain the coding process.

Exercise: Morse Code (Runtime 9:26)      ☛ video
Reinforces concepts discussed in Session #1 with hands-on exercises.
The video will tell you where to pause playing to allow the students time to figure out the solutions to the exercises.

Session #2: Caesar Cipher (Runtime 10:08)       ☛ video
This introduces the concept of shift ciphers: where a letter in the alphabet is represented by another letter (shifting a certain number of letters) or is represented by a number. Both methods utilize code wheels. The method was first used by Julius Caesar.

Because we know that code wheels may not be readily available in the students' homes, we also introduce the 'linear code tables' which is easily replicated at home if pencil and paper are available.

Exercise: How to Make Your Own Cipher Wheel (Runtime 8:48)       ☛ video
This is a how to video that shows step by step how you can make your own reusable version of a cipher wheel - using letters or numbers - at home. The materials used are: scissors, measuring instrument, pencil, scissors, and a fastening method (glue, staple, tape, paperclip, hair pin).

Session #3: Symbol Ciphers (Runtime 7:59)       ☛ video
Another method for representing messages is by substituting letters with symbols. We'll discuss languages that are based on symbols or characters (e.g., hieroglyphs). Examples where symbols were used for sending secret messages will be discussed.

Exercise: Using Symbol Ciphers (Runtime 7:16)     ☛ video
Reinforces concepts discussed in Session #3 with hands-on exercises. The video will tell you where to pause playing to allow the students time to figure out the solutions to the exercises.

2.2 COMPUTATIONAL THINKING

ABOUT THE SERIES
This is a series of videos that discusses the different methods of thinking and reasoning that are used in computer science.

Video sessions 1 through 4 and associated exercises can be done in any order. But all of them should be completed before starting Session #5.

☛ Learning Objectives for the series: After completing the modules in the series, students will have practiced and/or gained exposure to:
1. Logical reasoning
2. Problem solving skills
3. Communication skills

☛ Applicable Education Standards:

Session #1: Logical Reasoning (Runtime 9:30)     ☛ video
We explain what logical reasoning is, then walk through examples that demonstrates three types of reasoning: classification, analogies and fact analysis.

Exercise: Analogies (Runtime 4:45)     ☛ video

Exercise: Fact Analysis (Runtime 9:10)     ☛ video
Reinforces concepts discussed in Session #1 with hands-on exercises. The video will tell you where to pause playing to allow the students time to figure out the solutions to the exercises.

Session #2: Visual Pattern Recognition (Runtime 6:25)   ☛ video
We teach students a simple approach to looking for patterns. This session addresses visual patterns (e.g., shapes, colors, etc.).

Exercise: Practicing Visual Pattern Recognition (Runtime 8:31)   ☛ video
Students can practice visual pattern recognition through a set of puzzles.

Session #3: Number Pattern Recognition (Runtime 8:15)   ☛ video
Patterns in number sequences are covered.

Section 4: Life & Health Sciences

4.1 HOW WE MOVE

ABOUT THE SERIES
Students are introduced to basic concepts of kinesiology. Interspersed in each session are some movements that students can practice.

☛   Learning Objectives:
1. Understand the basic mechanics of body movement.
2. Learn key physiological terms, e.g., kinesiology, neurons, cortex, .

☛   Applicable Education Standards:

Session #1: The Role of the Brain in Movement (Runtime 9:32)     ☛   video
Session #2: Balance (Runtime 8:57)     ☛   video
Session #3: The Role of Eyes and Ears (Runtime 11:20)     ☛   video
Session #4: The Voice (Runtime 11:06)


4.2 HUMANE EDUCATION

ABOUT THE SERIES
This series is created in partnership with the Santa Fe Animal Shelter.

☛ Learning Objectives for Students:
1. Develop empathy, compassion and respect for all living beings.
2. Increase understanding of personal responsibility for animals.
3. Awareness of the interconnectedness of issues pertaining to humans and animals.

☛ Applicable Education Standards:

Virtual Field Trip of the Santa Fe Animal Shelter (Runtime 11:16)   ☛   video
We recommend that this video be viewed before the rest of the Humane Education videos.

Session #1: Overpopulation (Runtime 11:35)   ☛   video
Discusses overpopulation as a social issue and how it negatively impacts animals. Parallels are drawn between the consequences to animals and similar impacts to humans (e.g., homelessness, hunger). We introduce the concepts of spaying and neutering, but do not go into details.

Session #2: Adoptions (Runtime 11:33)   ☛   video
Explains how the pet adoption process works at the Shelter.

Session #3: What Animals Need (Runtime 10:57)   ☛   video
This session encourages interactive involvement by the students to think about all of the things that animals need to thrive. Together we come to the conclusion that most of the things that animals need to be happy and healthy are the same things that humans need.

Session #4: Safety Around Dogs (Runtime 11:28)   ☛   video
Students will learn that dogs have feelings – just like humans. And just as we have good and bad days that affect our behaviors and mood, so do dogs. We teach them to recognize some basic signs that tell us when a dog does not want interaction. They will also learn to play the SAFE game – to help them be safe when they encounter a strange dog.

Session #5: How Dogs 'See' (Runtime 12:13)   ☛   video
Learn why a dog's sense of smell is so much better than humans.

Students are introduced to the humane eye using a model that demonstrates how the eye processes information.   ☛   video
(This video is being re-edited- will be replaced by end of Aug 2020)
☛   Learning Objectives:
1. Understand the physiology of the eye.
2. Understand the role of the brain in vision

☛   Applicable Education Standards:

THE EXTRA MILE: the beat goes on: averaging and graphing activity in Appendix A

5.2 MATH RATIOS

ABOUT THE SERIES
Explain what math ratios are and how are they expressed. Students will see examples of relationships/proportions of things that constitute a ratio.

☛   Learning Objectives for students:

1. Be able to define the term 'ratio' and give examples.
2. Be able to tell the three ways a ratio may be expressed, and explain each.
3. Students will learn notations to depict ratios: the word âtoâ, using colon, and in written form (e.g., three hummingbirds to two flowers).
4. Following directions.
5. Think Creative (e.g., substituting materials in the exercise)

Session #1: Introduction to Math Ratios (Runtime 4:34)   ☛ video
Present the concept of math ratios (proportion/relationships) and how they are expressed both mathematically and in written language.

7.1 Investigating Moon Craters (Run time: 5:00)   ☛ video

This module is intended for Grades 2-3.
Students conduct an investigation with materials readily available at home to study how moon craters form. They use sand and different sized rocks to form the craters. Students document their observations throughout the investigation and come together in a meaning making circle to answer the questions:

• Is there a pattern to how craters form?
• Do larger objects make deeper craters?
• Do smaller objects make craters that are shallower?
• How did the craters on the Moon form?

☛ Learning Objectives for Students

1. Be able to identify craters on the surface of the Moon.
2. Be able to describe craters and explain how they form.
3. Be able to explain that the Moon has many more craters than Earth because it does not have an atmosphere.
4. Be able to identify and describe patterns in the crater formation process.

THE EXTRA MILE: And The Beat Goes On
This lesson provides an opportunity to apply averaging and graphing skills without materials. The investigation can be done with small groups as well as with the whole class. The sheet can be sent electronically to students for them to use, and data can be shared with all students at the end of the activity.

☛ Learning Objectives for Students:
1. Determine what type of exercise increases heart rates.
2. Collecting data in real time (as they undergo the activities)

☛ Applicable Education Standards:

How to run the exercise:

1. Ask the question: What is the relationship between ______ and ______ ?
2. State your hypothesis: I think ____________________________
3. Identify the variables

   Independent Variables (IV)	Dependent Variables (DV)

4. Materials required
   • Watch with a second hand
   • Copy of this data table.

   Pulse / Activity	At Rest	After slow walking	After quick walking in place	After jogging in place
   Heartbeats per minute	Trial #1= Trial #2= Trial #3= Average=	Trial #1= Trial #2= Trial #3= Average=	Trial #1= Trial #2= Trial #3= Average=	Trial #1= Trial #2= Trial #3= Average=

5. Exercise directions

   1. Work with a partner.
   2. You will take your pulse at your wrist or your throat.

   3. Your partner will be the time keeper using the watch. Count the number of heartbeats for 1 minute after each activity.
   4. Fill in the information on the table.
   5. Graph the results by plotting the averages for each activity. Be sure to label the x-axis and the y-axis.
   6. Describe the results:

   • Write (or orally share) what you did.
   • Look at the Graph, describe in writing (or orally) what it says; tell its story.
   • Describe what you found out about the relationship between ____ and ____.
   • Describe the relationship between IV and DV.

   7. Write the conclusion.

   • Restate the question and describe the relationship between the IV and DV.
   • Restate the hypothesis and what was found.
   • Explain the outcome of the experiment

THE EXTRA MILE: Pushing and Pulling

Learning Objectives for Students:
For the following science objectives, students will:

• move objects in as many different ways as possible by pushing and pulling them, and
• use science terms that will demonstrate when they share and report out in writing that they understand force.

For these language objectives, students will:

• orally describe what happens when the teacher uses a ramp and drops a ball from the top, and when they push or pull different object,
• complete in writing the sentence frames on the Make it Move sheet twice,
• share orally with group members what they observed and did to get the objects to move, and
• use words and phrases on index cards and construct a sentence using science information from the lesson.

The Science Focus

1. Force is a push or pull that produces a change in the motion of an object.
2. The position and motion of objects can change by pushing or pulling them.
3. An unbalanced force makes a resting object move, brings the moving object to rest, or changes its direction.
4. Changing the surface on which an object moves can make it easier or harder for the object to move because of friction, a force that acts when two surfaces rub against each other.
5. The steepness of a ramp affects how far a ball rolls.

Materials

• Assortment of objects: balls, cardboard tubes, ramps, blocks. (This exercise could take place in the block center so students can investigate using these materials.)
• Meter sticks (you can put them end to end and count the number of meter sticks the object rolled).
• Chart paper and book, Move It! Linked here
• 2 copies of the Make It Move sheet for each group.

Engage

1. Review the previous dayâs work by having students observe as some of the balls and other materials are pushed and pulled.
2. Students describe orally what they think (predict) will happen when the teacher uses a ramp and drops the ball from the top.
3. Read the beginning of the book, Move It! (2005) by A. Mason, to get students interested.

Explore

1. Each group has an assortment of balls, cardboard tubes, ramps, blocks, and meter sticks.
2. Students explore as many different ways as possible to make a marble (object) move from one place to another.
3. Give groups of students the Make It Move sheet with sentence frames like the ones below.

They respond orally or in writing:

1. I used ______________________________________________ object.
2. I made the object move by __________________________________.
3. Another way I made it move: _________________________________.

Explain

1. Have students share with group members what they did and observed before working with the whole class.
2. Bring the students together to brainstorm what they discovered and learned about pushing and pulling during their investigations.
3. Use an anchor chart to record the group ideas/comments. To get the brainstorming started, here are some questions to ask:
   • What objects rolled?
   • What do these objects have in common?
   • How did you get an object to roll?
   • Did you stop an object from rolling? How did you stop it?
4. What questions can we ask to guide our investigations?
5. Continue to read the book Move It! to add to the discussion on force.

Elaborate

1. Return to the anchor chart, where group comments were recorded.
2. Have students ask questions before they continue to investigate.
3. Have each group try out the ideas from another group to see if they get the same results.
4. Have each group complete a new Make It Move sheet.
5. Have each group report out again and with a different color pen; the teacher records their responses on the anchor chart.

Evaluation

1. Take the pushing and pulling ideas from the anchor chart.
2. Have the students pick out words (adjectives, nouns, verbs) and phrases and write (draw) them on 5 Ã 7 index cards or cut sentence strips.
3. In working in groups, students use a chart like the one below and put the cards in the appropriate column. (Previously, teachers worked with students on adjectives, nouns, verbs, and phrases, and used a chart like the following.)
4. Once students have placed the cards in the specific column, they are ready to construct sentences using the information from the chart. They read their sentences to the whole class. Then the whole class reads the sentence composed by each group.

Retrieved from the companion website for Growing Language Through Science, Kâ5: Strategies That Work by Judy Reinhartz. Figure 6.3. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2015 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.

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THE EXTRA MILE: Popcorn
Another way to get students to think about topics for a science fair project, is to consider things in their daily lives. This exercise outlines an investigation into different brands of popcorn.

Concept: Elaboration
Elaborate is the part of the science lesson where students come to know and understand the steps to an investigation. It starts with a question. In this experimental investigation, students use the question frame:

Using this frame: What is the relationship between ____ and ___ ?
...opens the door to understanding variables (dependent and independent). For example:

The BRAND of popcorn is the independent variable; the NUMBER OF KERNELS is the dependent variable.

1. After coming up with a class question (using the question frame noted above), take a minute to analyze the question for cause-and-effect phrases. For example, in the popcorn question, the BRAND of popcorn is the cause; the NUMBER OF KERNELS popped is the effect.
2. Students then formulate a hypothesis that can be tested.
3. Students design and conduct an experiment, make observations, collect data, and record them on the âTâ data table:

   BRAND OF POPCORN (the CAUSE, independent variable)	# OF KERNELS POPPED (the EFFECT, dependent variable
   Brand A
   Brand B
   Brand C

4. Students plot the data from the data table to a graph (they can choose the type- bar, line, circle etc.), labeling each axis with the names of the variables.
5. Now the students are ready to analyze the data they have collected. One place to begin is to review the information plotted:
   • o Which brand has the most kernels that popped,
   • o the least that popped,
   • o and somewhere in between.
   Looking at the graph, decide which brand is the best to buy, based on the evidence they uncovered in this experiment. Ask: Why do you think so?

   If they need support in coming up with answers, why do you think the Claims and Evidence Scaffold that follows may prove helpful?

   Students go back to the 'T' table and the graph to fill in the Claims and Evidence Scaffold. They think about their âclaimsâ or conclusions made about the popcorn brand (best, worse, in between). Once a claim has been identified, it must be supported with evidence.

   The key question is: Is there evidence to support your claim of best, worst, in between? If the answer is âyesâ students go on to the second claim, finding evidence in the data collected and plotted on a graph.

   CLAIMS	EVIDENCE

   Taylor and Villanueva (2014) provide the following series of questions that teachers can ask to assist students in completing the Claims and Evidence Scaffold. The following questions and sentence frames provide a template for student responses.

   1. What do you claim to be true from your investigation?
   2. How can you prove your claim? (How can you back up your claim?)
   3. With the whole class, ask Who agrees with each groupâs claim?

      How many agree with ____ groupâs claim and evidence?
      How many disagree with ___ groupâs claim and evidence?

      Student response sentence frames might include:
      I agree with ____ claim because ____.
      I disagree with ___ claim because ___.

   4. d. Finally, ask Which of the following claims is most like yours [state the claim]? Students may respond: My claim is
      • ...similar to ___.
      • ...somewhat similar to ___.
      • ...completely different from my classmates.

6. Students in the upper grades will identify and then describe the variables in their investigation based on the question they posed and the data they collected.

7. In their science notebooks, students will do the following:
   • Write the question and make a hypothesis, which is an idea that can be tested by an experiment or observation (Sciencesaurus, 2006).
   • Sketch a 'T' data table using the question and the variables they identified. Taking the popcorn question, What is the relationship between the brand of the popcorn and the number of kernels popped?
   • Summarize the findings, looking at the information in the 'T' table and drawing conclusions byu using sentences following these frames: In this investigation, I did ___ or learned that ___.
   • They use the information from their Claims and Evidence Scaffold to respond. Emphasize that every claim must be supported by evidence.

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Water pollution

☛ Applicable Education Standards:

Make a small purification system to see if some dirty water can be cleaned.
Please refer to: water wonders

Water Conservation

Think about saving water around your own house.
This is a good animated video on saving water (not affiliated with the Alliance): saving water

Additional Resources:

Web: the water cycle
Book: The Magic School Bus At The Waterworks by Joanna Cole