and Pulls (Forces)
• What happens when you push or pull on an
object? • How can you make an object move faster or in a
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.*
What is the weather like today and how it is different from
Can I predict
tomorrow’s weather? <![if !supportLists]>
What happens when
the Sun shines on different objects? <![if !supportLists]>
How can I protect
myself from the sunlight?
What is severe weather?
Use and share observations of local weather conditions to
describe patterns over time.
Make observations to determine the effect of sunlight on Earth’s
Use tools and materials provided to design and build a structure
that will reduce the warming effect of sunlight on Earth’s
Ask questions to obtain information about the purpose of weather
forecasting to prepare for, and respond to, severe weather.
Cloud Chart, Water Cycle Wheel,
Carnivores, Herbivores and
Investigate how teeth are used to identify the eating habits of
different animals including humans. Compare and contrast
different teeth of each group.
causes shadows? ● What happens when there is no light?
1-PS4-2. Make observations to construct an evidence-based
account that objects in darkness can be seen only when
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.
Trees we Eat
Apple and PeachTrees
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
MOTION OF OBJECTS IN THE SKY
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?
Use observations of the sun, moon, and stars to describe
patterns that can be predicted.
Make observations at different times of year to relate the
amount of daylight to the time of year.
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?
2-PS1-1. Plan and conduct an investigation to describe and
classify different kinds of materials by their observable
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
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?
Use information from several sources to provide evidence that
Earth events can occur quickly or slowly.
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
Shaping surface of Earth
Biodiversity of East Bay
East Bay Hills Organisms
live in the East Bay Hills in the eastern part of Union City and
mammals, reptiles, birds, and invertebrates will be emphasized.
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
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.
to how to make jacob's ladder)
SURVIVING IN DIFFERENT ENVIRONMENTS
does the environment affect living organisms?
<![endif]>How do organisms’
traits help them survive in different environments?
What happens to organisms when the environment changes?
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.*
Ohlone Foods and Ceramonies
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.
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?
Construct an argument that plants and animals have internal and
external structures that function to support survival* , growth,
behavior, and reproduction
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.
Make observations to provide evidence that energy can be
transferred from place to place by sound, light, heat, and
Develop a model to describe that light reflecting from objects
and entering the eye allows objects to be seen
Guiding Questions<![if !supportLists]>
<![endif]>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?
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
Generate and compare multiple solutions to reduce the impacts of
natural Earth processes on humans.*
Fault paper model
Biogeology - 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.
California Nursery and the Rancho Era
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.
California: A changing State;From
Molecules to Organisms: Structures and Processes
Designing Branding Iron
• 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?
Develop a model to describe that matter is made of particles too
small to be seen.
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.
Make observations and measurements to identify materials based
on their properties.
Conduct an investigation to determine whether the mixing of two
or more substances results in new substances.
PATTERNS IN THE NIGHT TIME
far away are the stars?How can we tell?
What trends and patterns are there in the movement of the Sun
Support an argument that the gravitational force exerted by
Earth on objects is directed down. (Sample
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
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
Climate Change and Fossils
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.