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The first week of school we will dive into these 8 practices. Assignments and video links will be posted below as we progress through the year. In the meantime here is more detail on each of the eight practices:


​1. A practice of science is to ask questions that lead to descriptions and explanations of how the  world works.


​2. Models are helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations.


3. Scientists and engineers plan and carry out investigations in the field or laboratory. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters.


4. Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools to identify the significant features and patterns in the data.


5. In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. 


6.The products of science are explanations and the products of engineering are solutions.


7.Argumentation is the process by which explanations and solutions are reached.


8. Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas is very important.

Week of Feb 10 - Feb 14


5-PS3-1:  Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.
5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water. 

5-LS2-1:Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

 
This week students will complete Investigation 1 - Part 2 (Earth Systems). They will learn many new vocabulary terms; all of which can be found in the link below.


Investigation #1 - Part 1 & 2

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Homework: Complete Investigation #1 - Part 1 Vocabulary Worksheet 


Week of: Dec 9 - Dec 13


UNIT 2:  Structure and Properties of Matter (formally Mixtures & Solutions)

NGSS Standards:  5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen


Due to last week's snow days, we are continuing with the NGSS Lab #1 - Is It Matter?


This week students will also learn more about atoms and how states of matter change physically or chemically. 

We will finish our first lab on modeling matter and move into the four states of matter focusing on physical and chemical properties. 


Homework: Read two articles: "States of Matter" and "How Matter Changes". Answer the questions that follow each article. 



Week of: Nov 25 - Nov 27  -  Happy Thanksgiving to all!


This week students will continue their final review of all material covered in the Space Systems Unit.


Students will complete a summative Google Classroom NGSS assessment . Students may use their notebooks, prior lab reports or textbook to complete the assessment. 


When we return from holiday students will begin a new unit on Structures and Properties of Matter (see above). 

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No assigned homework. All activities will be completed in class.


Week of: October 14 - October 18


This week students will learn more about gravity - the force that makes everything that we have learned about so far possible.  Why is it that a person standing at the South Pole does not feel upside down?  Students will begin a lab focusing on gravity and the reasons why "down" may not always be the same direction! 


Some videos we will use in class: 

Video 1

Video 2

Video 3

​Video 4


Also in class, students will practice NGSS Standard 5-ESS1-2 - representing data in graphical displays to reveal patterns. Students will graph the day and night patterns and the seasonal appearance of some stars in the night sky. 


Homework: Students are to read and complete the multiple choice questions for the article: "Gravity"


Please see our new "Distance Learning" page for all online lessons and plans during the school's closure.

Week of: September 23 - September 27


NGSS Standard: 5-ESS1-1.Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.


This week students will be thinking, analyzing and creating a scale model of the Earth, Moon and Sun.Below is a format of the week: 


Day 1:  Students will define "universe" and discuss how the Earth, Moon, and Sum (along with other known planets) compare in size. Several models, videos, and photos will be shown. Next, students will learn the actual diameters of each using the metric conversion (KHDUDCM). 

Day 2: Students will learn what a scale model is and how they are used to enlarge very small things or reduce very large things.  Students will draw a scale model of the size Earth, Moon, and Sun.

Day 3. Students will create a scale of the distance between the Earth, Moon, and Sun.  Actual distances will be given and students will use the long hallway outside the classroom to create their scale model. 

Day 4: Students will wrap up their findings and conclude their observations.  The following material will be used this weekalong with their science labs. 

Day 5:  Quiz (see study guide below)


Homework:  

1. Moon Observation Logs - using the provided NIGHT SKY LOG with PHASES of the MOON. On the back of the log note the phases of the moon. Draw what you see in the sky using the names of the moon phases. **If you cannot see the moon in the sky that's OK, just note it. 


2. QUIZ Friday - use STUDY GUIDE. The quiz will cover all vocabulary for shadows, Sun and scale model lessons. 


Week of Feb 18 - Feb 21


5-PS3-1:  Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.
5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water. 

5-LS2-1:Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

 
This week students will begin Investigation 1 - Part 3 (Kelp Forest Food Web). Students will learn about food webs and the different categories of organisms that exist in complex ecosystems.  


Investigation #1 - Parts 3 & 4

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Homework: Complete Investigation #1 - Part 2 Vocabulary Worksheet


Unit 3: Matter & Energy in Organisms and Ecosystems / Earth Systems (Living Systems) 

Our new unit, Living Systems, takes a look at life at every level of organization—from biosphere to individual organisms—to acknowledge that it is complex, involving multiple parts working together in systems to maintain the viability and vigor of the system. Understanding living systems—ecosystems, populations, and individual organisms—is a critically important perspective, leading toward an appreciation of the diversity and wonder of life on Earth.


There are four main investigations in Living Systems. Each investigation has multiple parts.

Investigation 1: Systems
Investigation 2: Nutrient Systems
Investigation 3: Transport Systems
Investigation 4: Sensory Systems


SUMMARY ​​ 

Week of Feb 24 - Feb 28


5-PS3-1:  Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.
5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water. 

5-LS2-1:Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

 
This week students will learn about a kelp forest.  There will be a quiz on the vocabulary words from Parts 1 -3 of Investigation 1.  All of the vocabulary words are found in the notes below AND a Quizlet was prepared for students and assigned in Google classroom. 

 

Investigation 1 (Parts 3 & 4) 


Homework:

1. Investigation 1 Parts 1-3 Vocabulary Quiz Thursday.  Use Quizlet to help you prepare


Week of: Oct. 28 - November 1


NGSS Standards: 

5-ESS1-2  Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows.

5-5-2: Applies scientific literacy in speaking, reading, writing.   5-5-3: Uses mathematics to calculate, analyze, and present scientific data.

This week students will complete two labs: 

1. Investigate Shadows: This activity will answer the question, "How does the position of the Sun affect the length and direction of shadows?" Simulating sun light at different times throughout the day, students will observe, measure and graph shadows. 

2. Constellations:  Students
 will be introduced to constellations as groups of stars in predictable patterns. The vocabulary and guiding questions for this unit will be here and students will be quizzed next week on these terms. 


Students will learn through in-class activities and supplemental videos. Several links below will be used in class: 


PowerPoint: The Stars

Video link #1 - Stars

Video link #2 - Constellations 

PowerPoint: Constellations 

Video Link #3 - constellations and Zodiac 

Video Link #4 - stories behind the constellations

Video Link #5 - how big is our galaxy anyway? 

Star Wheel - a craft students will make in class.


Homework: Students will be asked to read and complete the comprehension questions for "What are Constellations?"



Our First Science Mini-Lab.... Save Fred!

Our first science mini-lab will focus on.a team-building STEAM (science, technology, engineering, arts, math) activity.


Students will apply the 8 practices of science and engineering (listed above) in this lab. In the process they will discover that in engineering people have to communicate, work together, and try different things to succeed. Sometimes ideas lead to success while others lead to changing their approach. In either way, learning takes place.


Fred the Worm's boat has capsized (turned over). His life saver is trapped under the boat. He must somehow figure a way to insert himself into his lifesaver. Problem is..... students cannot use their hands ....only paperclips.  Can YOU save Fred?


WATCH VIDEO            Flowchart

Week of: Nov 11 - Nov 15


This week students complete UNIT 1 with an in-depth look at moon-phases.  We held off on learning about the phases of the moon until the end of the unit because students needed basic knowledge of shadows, movement of the Earth, and knowledge of the rotation and orbit of planets around the Sun.   Students will have a quiz on the Moon including vocabulary, phases of the moon and short answer responses. Use the vocabulary and STUDY GUIDE questions to prepare. 

Students will watch the video, "
All About the Moon" & "Next Time You See The Moon" in class. It is a very good idea to watch it again as you review for the quiz. 

Study Guide Questions: 
1. How long does it take Earth's Moon to complete one lunar cycle?  
28 days, or 4 weeks, or one month.
2. What is a new Moon and what causes it? 
 It is a phase of the Moon that occurs when the Moon is between Earth and the Sun. The new Moon is invisible because the Moon's dark side is toward Earth.
3. What is the difference between a waxing Moon and a waning Moon? 
The waxing moon becomes brighter or more illuminated appearing bigger; a waning moon become darker, less illuminated, appearing smaller.
4. What is the difference between a crescent Moon and a gibbous Moon? 
A crescent Moon shows less than half of the Moon illuminated; a gibbous Moon shows more than half of the Moon illuminated.
5. Describe the phases of the Moon.. Students will complete this picture.​​



Moon Phases Quiz Friday   

Use these online Quizlet flashcards to prepare for the quiz.

Kahoot Game to prepare for quiz. 

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Homework:  Drawing Moon Phases  //  Prepare for the quiz using flashcardsstudy guide, and crossword puzzle.

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Week of: October 7 - October 11


NGSS Standard: 5-ESS1-1.Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.


Monday - Wednesday: Researching Stars.  Students will complete Lesson #3 "Why Does the Sun Look Brighter Than Other Stars?".  Students will be given a star to research including the name, diameter, brightness (lux), distance in light-years from Earth and other interesting facts they find. Together as a whole class we will plot the distances of the student's stars from Earth. Students will use Google Slides to make their final C-E-R presentation (follow this example). 


NGSS Standard 5-PS2-1.  Support an argument that the gravitational force exerted by Earth in object is directed down.  


Thursday & Friday - Lesson #4 Gravity "Why Do Objects Fall Down When Dropped?"   it may seem like a very easy question. When we drop things, of course they fall down! But why? And what which direction exactly is "down"?  Students will explore that "down" in fact means different things depending where exactly you are on the globe! 


Homework: Read "What is a Light-year? - answer multiple choice questions.

 


Week of: Nov 4 - Nov 8


Monday - Field Trip

Friday students will be tested on stars and constellations. They may review the material using the study guide and/or by playing Kahoot. The quiz will count for grade in Marketing Period 2. 


This week students will finish their lab on constellations. This lab will also count as a test grade. 


We will watch a video titled, The Night Sky - Tales of the Dipper. This video gives wonderful insight into the stories behind the constellations and why certain star patterns are only visible at specific times of the year. Additionally the tale of the dipper relates to our Social Studies unit. 


On Thursday students will assemble a star wheel and learn how to properly use one in locating constellations. Students will be able to demonstrate the seasonal patterns of constellations.


In class, students will read and complete the multiple choice questions for the article, "Pictures in the Stars, Legends in the Sky"



Week of March 9  - March 13


5-PS3: How is energy transferred and conserved.
5-LS1: How do organisms live, grow, respond to their environment and reproduce? 

5-LS2: How and why do organisms interact with their environment and what are the effects if these interactions?

 
This week students will begin Investigation #2 (Part 1) - Nutrient Systems. We will start by using a microorganism (yeast) and testing in a science lab how to make the yeast active. Our focus question will be, "What does yeast need to break its dormancy (resting state)?". Our lab notes for this investigation are linked below.


Investigation 2 (Part 1 & 2)


Homework: Read, "There's Yeast in My Bread!" (just read / no questions are assigned)



Week of Feb 3 - Feb 7


5-PS3-1:  Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.
5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water. 

5-LS2-1:Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

 
This week students will begin the new unit titled, Living Systems (see above for details).  Taking notes is very important. Students may use their digital notebooks (Google Classroom) or traditional notebooks.  The important focus questions, main ideas and vocabulary words will always be posted here for quiz and test prep or should a student miss a day from school it is their responsibility to transfer the notes into their notebook.  Notes will be viewed and graded each week for a classroom grade. Use the link below for this week's notes. 


Investigation #1 - Part 1 & 2

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Homework: No new homework assigned this week. Instead we will begin Investigation 1 - Part 1 and 2.  


Unit 1: Space Systems: Stars and The Solar System (Sun, Moon and Stars)

We will be using the FOSS modules beginning with Space Systems. Assignments and video links will be listed here as we go.


OVERVIEW - a summary of Sun, Moon, and Stars


GLOSSARY (Vocabulary)

Week of September 9 - 13


We will be completing our first mini-lab (Save Fred!). See above links to the video and the lab report. Students will work as part of an engineering team to accomplish a task.  This lab will kick off our learning of the 8 Science and Engineering Practices. The lab will count as a class work grade. 


​Homework:  Complete 'Planning and Carrying Out Investigations" (word scramble) - due by Friday, Sept. 13th.  Students must unscramble the words provided and match them with the correct definition. 

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Week of: October 21 - October 25


This week students will complete data tables (line and bar graphs) measuring the amount of daylight by month. They will also measure the lengths of shadows at different times throughout the day. The guiding questions in both science labs this week will be "When do shadows appear the longest during daylight?" and "Why is there more daylight in the summer months compared to winter months? "


Homework: Students are to read and complete the multiple choice questions for the article: "Why Are Days Longer In Summer?"


Week of: Jan 13 - Jan 17


This week in science students will begin an investigation titled, Fizz Quiz! This unit looks at chemical reactions when using two different solutes in a solvent. We will discuss everyday chemical reactions and conduct two labs to determine how temperature, concentration, and pressure may affect the rate of reaction.  All notes and homework are listed below.


Introduction to chemical reactions. All the notes for the introduction are here. It is important to keep these notes and reference them for a quiz. The students will be conducting a simple lab to test how solvent temperature (cold water vs warm water) affects the rate of chemical reaction (antacids in water). 


Non-lab. Students will be learning and taking notes on chemical reactions specifically the three things that can affect the speed of a reaction and examples of slow and fast reactions.


Homework assignment:Solubility and Saturation. read the passage and respond to the questions. 



Week of Jan 2 - Jan 3 -  HAPPY NEW YEAR!!


A very short week to start off the New Year!


We will use these two days to conduct some fun science labs where students will prove or disprove that matter changes when going through physical and or chemical changes.  Students will continue with Unit #2 - Conservation of Matter. 


No homework will be given this week. 


Week of March 16  - March 20


**Online Supplemental Learning While School is Closed** New material will be covered in class when school resumes.

 
Our classroom worm habitats have been taken home so that their ecosystems may be monitored and watered once a week. Below is a list of supplemental material for the week that you may read during the school's closure: 


Read "Producers" - respond to the questions at the end of the passge. 


Week of: September 30 - October 4


NGSS Standard: 5-ESS1-1.Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.


Monday - The class will wrap up Lesson 1 - Scaled Models.


Tuesday - Friday - Lesson 2- Is the Sun the Biggest Star in Space? Students will be introduced to the practice of Scientific Argumentation. We will use the C-E-R Model (Claim, Evidence, Reasoning). Students will write an argument (scientific claim) and then support their claim with evidence. After students look at the evidence that supports each claim, they will write a reasoning conclusion. 


Homework:  

1. C-E-R (Claim, Evidence, Reasoning) Worksheet - using the provided example from class, students are asked to complete a formal argument using the C-E-R format. 

 

2. Moon observations will resume after we learn more about the phases of the moon and the night skies are clearer in October. I will send home another Night Sky log to use at that time. 


Week of: Dec 16 - Dec 20


Wishing all visitors a happy and healthy holiday season!


UNIT 2:  Structure and Properties of Matter (formally Mixtures & Solutions)

NGSS Standards:  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. 


Conservation of Matter:

This week, students will be begin Unit #2: Conservation of Matter. The goal of this unit is for students to be able to collect evidence to support the idea that weight/mass of matter does not change when matter changes chemically or physically. To prove this concept in class students will....


  • Melt ice cubes and capture evidence using an electronic scale 
  • Mix baking soda and vinegar (in a closed system) - measure evidence with an electronic scale
  • Mix baking soda and vinegar (in an open system) - measure evidence with an electronic scale


Letter to Parents - regarding starting new unit and safety when mixing everyday household substances.


Homework: Chemical vs. Physical Change 



Week of March 4  - March 8


5-PS3-1:  Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.
5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water. 

5-LS2-1:Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

 
This week students will learn the difference between primary, secondary, and tertiary consumers and producers. Students should use the "Levels of Producers and Consumers" notes to complete their homework.  Additionally students will have an OPEN NOTEBOOK quiz on Investigation 1 in Google Classroom (i-Check). 


When our red worm order arrives, students will set up their habitats and they will learn more about the role of decomposers. If you are interested in helping us set up our red worm habitats please consider donating the following organic materials:  leaves, twigs, apple cores, lettuce scraps, crushed egg shells, coffee grounds, raw fruits, melon rinds)

 


Homework: Read "What are producers and consumers?" - use the link to the notes listed above to help you if needed. 



Unit 4: STEAM Project (Models & Designs) 

Our fourth and final unit will focus on models and designs. This module provides students with experiences that help develop the concept of a scientific model and engage students in design and construction. Students work as engineers and scientists to analyze data from investigations and in the process learn that there is often more than one solution to a problem.  Important take-aways from this unit are: 


Explanatory Models - used to explore new ideas and concepts. 

Conceptual Models - expressed in words and mathematics. 

Physical Models - used to test concepts and create.


OVERVIEW: A summary of investigations in this unit. 

GLOSSARY: A list of vocabulary terms from this unit. 

Week of: September 16 - 20


Students will begin the new unit on Space Systems: Stars and the Solar System.  The first activity will be for students to understand the basic functioning of a compass and identify cardinal directions. Next, students will investigate shadows and discuss what causes shadows to change throughout the day. Students will also begin discussing the new science NGSS standard ESS1-1 by creating a scale model of the Moon, Earth, and Sun.


HOMEWORK: 


1.  Share this letter to the parents introducing the unit and asking parents to assist in making night sky observations of the Moon and stars. 


2.Light & Shadow- draw a scene that has a light source and an object that casts a shadow. 


Soon students will be asked to keep a journal of their Moon observations. In the meantime, students may use Moon Phases 2019 Lunar Calendar for Connecticut to observe, track and identify phases of the moon seen from our location.


3.Starting NEXT Week, students will be asked to use their Night-Sky Logs to track the phases of the moon. Students are to draw the phase of the moon as they see it and make observations about the night sky (Are there stars? is it a clear night? Can you see any other planets or constellations?)  Students will be coming home with a moon phase wreath that will assist them in identifying the correct phase. Phases will be tracked for two weeks.


In class video 1- Notice the pattern of a shadow in this time-lapsed video. 

​In class video 2 - Following the Sun Crash Course Kids



Sun and Shadow Vocabulary: 


Shadow - a dark area where an object has blocked the light.

Sun - The star that rises in the East each morning and appears to cross the sky and set in the West at night.

Compass - A tool used to determine direction.

Cardinal Directions - The four main points on a compass: North, South, East, West

Day: The time when the Sun appears in the sky, and it is light outside. 

Night: The time when there is no Sun in the sky, and it is dark outside. 

Penumbra: The lighter area around the edges of a shadow

Umbra: The darker area in the middle of a shadow 

Sundial: Timekeeping tool used long ago.

Week of: Jan 21 - Jan 24


5-PS1-3: Make observations and measurements to identify materials based on their properties. 


This week in science students will learn about two more properties; Electrical Conductivity (the flow of electric current through objects) and Reflectivity (how light reflects off the surface of substances). In class we will conduct two labs using simple electrical circuits testing an assortment of cubes made from different materials (wood, brass, copper, plastic, and more). Students will test for electrical conductivity and reflectivity and make observations as they complete their lab. 


Additionally students will be given a list of all vocabulary words used in the NGSS Structures and Properties of Matter. A vocabulary quiz will be given at the end of the week.  Students may also use the Kahootas a way to review the material. 


Homework assignment: Science Vocabulary Review



Week of Jan 6 - Jan 10


UNIT 2:  Structure and Properties of Matter (formally Mixtures & Solutions)
NGSS Standards:  5-PS1-3. Make observations and measurements to identify materials based on their properties. 

 
This week students will be learning about solubility - how easily a solute dissolves in a solvent. In class we will experiment with different substances to measure their solubility and graph the results.  In class we will conduct several labs on solubility and look to see how the temperature of a solvent affects the rate of a solute's solubility.

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Homework: Temperature and Solubility- create a line graph for table salt versus Epson salt, then answer the 3 questions.


Week of: Dec 2 - Dec 6


UNIT 2:  Structure and Properties of Matter (formally Mixtures & Solutions)

NGSS Standards:  5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.


This week we will begin a new unit on mater and atoms. Students will complete a lab tilted "Modeling Matter". We will start off the unit by watching this video

In class students will be completing NGSS Lab #1:  Is It Matter? 


What is an atom


​Homework:  Read the first article tiled "Matter Is" and answer the multiple choice questions that follow. The other articles will be completed in class.:"Matter Is...", "States of Matter",  " How Matter Changes" - due by Friday​​


Week of: Nov 18 - Nov 22


This week students will have a review of all material covered in the Space Systems Unit. The 3 main Common Core areas were: 


5-PS2-1: Support an argument that the gravitational force exerted by Earth in objects is directed down.
5-ESS-1: Support an argument that the apparent brightness of the Sun and stars is due to their relative distances from Earth.
5-ESS1-2: Represent data in graphical displays to reveal patterns in shadows length and direction. 


Students will make a review sheet covering the main topics. These crafts are typically referred to as fortune tellers or cootie catchers. Students will enjoy reviewing the material as they make their own craft.  Next, a summative Google Classroom NGSS assessment will be given. Students may use their notebooks, prior lab reports or textbook to complete the assessment. 

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No assigned homework. All activities will be completed in class.


Week of: Jan 27 - Jan 31


NGSS Standards:  5-PS1-4. Conduct an investigation to determine whether the mixing of two or more chemicals results in new substances. MS-PS-2 Analyze and interpret data on properties of substances before and after the substances interact to determine if a chemical change has occurred. 


This will be a very  busy and interactive week for students.

1. We will be Experimenting with oxidation of pennies. Students will conduct a lab to observe the oxidation process. Students will make predictions and observations.

2. Next, we will be conducting investigations to observe chemical changes by mixing two or more substances and observing if a new substance is created. Students will be rotating through five work stations combining: baking & vinegar, alka-seltzer and water, iodine and cornstarch, sugar and water and yeast and hydrogen peroxide. In all cases students will measure temperature before and after chemical changes take place. 

​3. Students will explore their new textbook for the next unit, Living Systems. Students will complete a scavenger hunt of the book as a way to preview the new material. 

4. If time permits, we will also take some time to watch some fun, engaging Mystery Doug videos on NGSS topics. 

Video 1,  Video 2Video 3,  Video 4,  Video 5Video 6


Homework:  No new homework this week, science labs will be completed in class.


​​​8 Standards of Science and Engineering Practices

In 5th Grade we begin the year by exploring and better understanding common practices in all S.T.E.A.M. careers (Science, Technology, Engineering, Arts and Math). In each of these areas scientists and engineers follow the eight common practices listed below. For a more detailed look at each practice, click here!

Unit 2: Structure & Properties of Matter (Mixtures and Solutions)

Our second FOSS module will focus on mixtures and solutions. Assignments and video links will be listed below as we go. We will begin this module in our 2nd Marking Period!


OVERVIEW: a summary of the investigations. A more detailed overview by investigation.


​GLOSSARY (Vocabulary)


JOURNAL (student research and activities)