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 NGSSLS1-1.
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