Math Science Nucleus/FUSD Online Science Classes Winter, 2023 Math Science Nucleus 4074 Eggers Drive, Fremont 94536 (msn@msnucleus.org)   http://msnucleus.org

Fremont Unified School District Teachers interested in participating in Online Science Classes for grades K-6 simply have to register and you will receive a Zoom meeting code to join the meeting.  You can then give that code to  your students if they are home or if in class use it to project or individual students.  These classes are sanctioned by FUSD.  Contact  Marcia Russell <mrussell@fusdk12.net> at the district if you have any questions.   If you are having trouble with registration please contact Hagos at hagos@msnucleus.org.  The presentations go through the key points and even have worksheets (which will be put on this page before the presentation) that you can have your students print out and create.  Our technique is more "minds-on" since we cannot do hands-on with them.

Kindergarten,TK A Jan 31, Tuesday 10:30-11:15 am	Carnivores, Herbivores and Omnivores Guiding Question Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water NGSS LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. Worksheets: Counting Teeth Investigate how teeth are used to identify the eating habits of different animals including humans. Compare and contrast different teeth of each group.
Kindergarten, TK  B Jan 31, Tuesday 2:00 - 2:45 pm	Carnivores, Herbivores and Omnivores  REPEAT Guiding Question Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water NGSS LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. Worksheets: Counting Teeth Investigate how teeth are used to identify the eating habits of different animals including humans. Compare and contrast different teeth of each group.
First Grade January 26, Thursday 10:15-11:15 am	Plant and Animal Defenses Guiding Questions.  How can we tell different types of plants and animals apart? How do these differences help the plants and animals survive? NGSS  1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.  Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]  LS1.A: Structure and Function  All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1) Worksheet Camoflague
Second Grade February  2, Thursday 10-11 am	Biodiversity of East Bay Hills Guiding Questions  What is the diveresity of living things within different habitats and how do they develop a food web? Many animals live in the East Bay Hills in the eastern part of Union City  and Fremont.  The mammals, reptiles, birds, and invertebrates will be emphasized. NGSS   LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.] Worksheets:  East Bay Hills Organisms Butterfly worksheet
Third Grade Feb 9, Thursday 10:15-11:15 am	Surviving in Different  Environments Guiding Questions How does the environment affect living organisms?    How do organisms’ traits help them survive in different environments?  What happens to organisms when the environment changes? NGSS  3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* WORKSHEET: Mesozoic Diorama
Fourth Grade February 28, Tuesday 10:15-11:15 am	California Nursery and the Rancho ERA Guiding Questions Students will learn about Rancho Era starting with cattle herding and transitioning to agriculture.  Students will explore the Vallejo Adobe, built for the vaqueros and later used for storage as the Vallejo family used the land (river and soil) to create a successful wheat business.    HISTORY/NGSS California: A changing State, From Molecules to Organisms: Structures and Processes WORKSHEET: Designing Branding Iron
Fifth Grade Feb 23, Thursday 10:15-11:15 am	HOW DO YOU CLEAN WATER? Guiding Questions How can we represent systems as complicated as the entire planet? Where does my tap water come from and where does it go? How much water do we need to live, to irrigate plants? How much water do we have? What can we do to protect Earth’s resources? NGSS 5-ESS2.C: The Roles of Water in Earth’s Surface Processes Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2) WORKSHEET:  Chemistry of Aquatic Systems Periodic Table (online)
Sixth Grade March 7 , Tuesday 10:15-11:15 am	Oceans and Atmosphere Guiding Questions Why is the climate so different in different regions of the planet?  How do oceans and atmospheres create weathert?  MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] WORKSHEETS: Division of Oceans and Atmosphere

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