Kindergarten
 |
Pushes
and Pulls (Forces)
• What happens when you push or pull on an
object? • How can you make an object move faster or in a
different direction?
NGSS Standards
K-PS2-1. Plan and conduct an investigation to compare the
effects of different strengths or different directions of pushes
and pulls on the motion of an object.
K-PS2-2. Analyze data to determine if a design solution
works as intended to change the speed or direction of an object
with a push or a pull.*
WORKSHEET
(Paper airplane)
|
Kindergarten |
WEATHER PATTERNS
What is the weather like today and how it is different from
yesterday?
Can I predict
tomorrow’s weather?
What happens when
the Sun shines on different objects?
How can I protect
myself from the sunlight? What is severe weather?
NGSS Standards
K-ESS2-1.
Use and share observations of local weather conditions to
describe patterns over time.
K-PS3-1.
Make observations to determine the effect of sunlight on Earth’s
surface.
K-PS3-2.
Use tools and materials provided to design and build a structure
that will reduce the warming effect of sunlight on Earth’s
surface.*
K-ESS3-2.
Ask questions to obtain information about the purpose of weather
forecasting to prepare for, and respond to, severe weather.
WORKSHEETS:
Cloud Chart, Water Cycle Wheel,
Water Molecule |
Kindergarten
 |
Carnivores, Herbivores and
Omnivores
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
 |
Light
Guiding Questions:
● What
causes shadows? ● What happens when there is no light?
NGSS
1-PS4-2. Make observations to construct an evidence-based
account that objects in darkness can be seen only when
illuminated.
1-PS4-3. Plan and conduct investigations to determine the
effect of placing objects made with different materials in the
path of a beam of light.
WORKSHEET (Shadow
puppets)
|
First Grade
 |
Fruit from
Trees we Eat
Worksheets:
Apple and PeachTrees
Students will
learn how to describe leaves and bark. These skills will help
them to identify trees that help provide fruits. They will
learn how plants are an essential part of nutrients for our body
providing protein, carbohydrates, sugars and much more
|
First Grade
 |
MOTION OF OBJECTS IN THE SKY
Guiding Questions
What objects
are in the sky and how do they seem to move? When
will the Sun set tomorrow?
How does the Moon’s appearance change over each month?
NGSS
1-ESS1-1.
Use observations of the sun, moon, and stars to describe
patterns that can be predicted.
1-ESS1-2.
Make observations at different times of year to relate the
amount of daylight to the time of year.
WORKSHEET:Moon bookmark |
Second Grade
 |
Materials
Guiding Questions:
How can we describe different materials? •
How are materials similar and different from one another? • What
sort of changes can happen to materials? • How do the properties
of the materials relate to their use?
NGSS
2-PS1-1. Plan and conduct an investigation to describe and
classify different kinds of materials by their observable
properties.
2-PS1-2. Analyze data obtained from testing different
materials to determine which materials have the properties that
are best suited for the intended purpose.*
2-PS1-3. Make observations to construct an evidence-based
account of how an object made of a small set of pieces can be
disassembled and made into a new object.
2-PS1-4. Construct an argument with evidence that some
changes caused by heating or cooling can be reversed and some
cannot.
WORKSHEET (periodic
table) (element
book template) |
Second Grade
 |
LANDSCAPE CHANGES
Guiding Questions:
What evidence do natural processes leave
behind as they shape the Earth?
How do the material properties of rocks affect what happens to
them in landscapes?
NGSS
2-ESS1-1.
Use information from several sources to provide evidence that
Earth events can occur quickly or slowly.
2-ESS2-1.
Compare multiple solutions designed to slow or prevent wind or
water from changing the shape of the land.*K-2-
ETS1-2. Develop a simple sketch, drawing, or
physical model to illustrate how the shape of an object helps it
function as needed to solve a given problem
WORKSHEET:
Shaping surface of Earth |
Second Grade
 |
Biodiversity of East Bay
Hills
Worksheets:
East Bay Hills Organisms
Butterfly worksheet
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.
|
Third Grade
 |
Forces
Guiding
Questions • What happens when several different forces push or
pull an object at once? • How can an object be pushed or pulled
but not move? • What do we need to know to predict the motion of
objects? • How can some objects push or pull one another without
even touching?
NGSS
3-PS2-1. Plan and conduct an investigation to provide
evidence of the effects of balanced and unbalanced forces on the
motion of an object.
3-PS2-2. Make observations and/or measurements of an
object’s motion to provide evidence that a pattern can be used
to predict future motion.
3-PS2-3. Ask questions to determine cause and effect
relationships of electric or magnetic interactions between two
objects not in contact with each other.
WORKSHEET (helicopter)
(link
to how to make jacob's ladder) |
Third Grade
 |
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
|
Third Grade
 |
Ohlone Foods and Ceramonies
Worksheets:
Headband
The Ohlones would gather
food. They used the native plants like coast live oak to
eat acorns; tules to make boats and homes; and elderberry to
make food and musical instruments.Students
will learn about the native vegetation that allowed them to live
and prosper for thousands of years and some of their ceramonies
which food would be part of a celebration.
|
Fourth Grade
 |
Animal Senses
Guiding Questions • How do the internal and external structures
of animals help them sense and interpret their environment? •
How do senses help animals survive, grow, and reproduce? • What
role does light play in how we see?
NGSS
4-LS1-1.
Construct an argument that plants and animals have internal and
external structures that function to support survival* , growth,
behavior, and reproduction
4-LS1-2.
Use a model to describe that animals receive different types of
information through their senses, process the information in
their brain, and respond to the information in different ways.
4-PS3-2.
Make observations to provide evidence that energy can be
transferred from place to place by sound, light, heat, and
electric currents.
4-PS4-2.
Develop a model to describe that light reflecting from objects
and entering the eye allows objects to be seen
WORKSHEET (perception)(background
on experiment) |
Fourth Grade
 |
SCULPTING LANDSCAPES
Guiding Questions
How do water,
ice, wind, and vegetation sculpt landscapes? What
factors affect how quickly landscapes change? How are
landscape changes recorded by layers of rocks and fossils?
How can people minimize the effects of changing landscape on
property while still protecting the environment?
NGSS
4-ESS1-1.
Identify evidence from patterns in rock formations and fossils
in rock layers to support an explanation for changes in a
landscape over time.4-ESS2-1.
Make observations and/or measurements to provide evidence of the
effects of weathering or the rate of erosion by water, ice,
wind, or vegetation.4-ESS2-2.
Analyze and interpret data from maps to describe patterns of
Earth’s features.4-ESS3-2.
Generate and compare multiple solutions to reduce the impacts of
natural Earth processes on humans.*
WORKSHEET:
Fault paper model |
Fourth Grade
 |
Biogeology - Soil
Worksheets:
Soil
Living things affect the physical characteristics of their
region. Water, ice, wind, living organisms and gravity break rock soil and
sediment into smaller particles and move them around. |
Fourth Grade
 |
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. Make
and take a small adobe brick, grind wheat with mortar and
pestle, walk the grounds and tour the Museum as students learn
the structure of plants.
HISTORY/NGSS
California: A changing State;From
Molecules to Organisms: Structures and Processes
WORKSHEET:
Designing Branding Iron |
Fifth Grade
|
Matter
Guiding
Questions
• What causes different materials to have
different properties? • How do materials change when they
dissolve, evaporate, melt, or mix together? • What are the
differences between solids, liquids, and gases?
NGSS
5-PS1-1.
Develop a model to describe that matter is made of particles too
small to be seen.
5-PS1-2.
Measure and graph quantities to provide evidence that regardless
of the type of change that occurs when heating, cooling, or
mixing substances, the total weight of matter is conserved.
5-PS1-3.
Make observations and measurements to identify materials based
on their properties.
5-PS1-4.
Conduct an investigation to determine whether the mixing of two
or more substances results in new substances.
WORKSHEET (making
borax crystals) |
Fifth Grade
 |
PATTERNS IN THE NIGHT TIME
SKY
Guiding
Questions
How
far away are the stars?How can we tell?
What trends and patterns are there in the movement of the Sun
and stars?
NGSS5-PS2-1.
Support an argument that the gravitational force exerted by
Earth on objects is directed down. (Sample
Assessment and
Answer Key)5-ESS1-1.
Support an argument that the apparent brightness of the sun and
stars is due to their relative distances from the Earth.5-ESS1-2.
Represent data in graphical displays to reveal patterns of daily
changes in length and direction of shadows, day and night, and
the seasonal appearance of some stars in the night sky
WORKSHEET:
Star Finder,
Ursa Dial |
Fifth Grade
 |
Composting
Worksheets:
Decomposer Cards
Decomposter diagram
Organisms are related in food web. Some
organisms like fungi and bacteria break down dead organisms and operate as
decomposers. Decomposition eventually restores or recycles some materials
back to the soil. Students will learn about composting project at Masonic
Home.
|
Sixth Grade
 |
Climate Change and Fossils
Worksheets:
horse
evolution
Fremont is the home of many Ice Age
Fossils, they help tell the story of an evolving landscape
including changing climate and changing land. We will look at
what is going on and what the evidence tells us about how
environments can be tracked through understanding the environments
in which the animals lived through time.
|
Sixth Grade
 |
Plant Growth and Reproduction
MS-LS1-4 Use arguement based on
emphirical evidence and scientific reasoning to support an
explanation for how charaterists of plant structures affet the
probability of successful reproduction of plants
MS-LS1-5
Construct a scientific explanation based on evidene for how
environmental and genetic factors influence the growth of
organisms.
WORKSHEET |
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 |
