• LS4 - Environments - Unit Guide

    All of the info on this site in one, eight page, 11 x 17 PDF Document.

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  • Eliciting Student Ideas - Images & Maps

    Images and Maps used for Eliciting Students Ideas section.  Includes Images of three location on the Olympic Peninsula, a map showing the location of each, and a map of rainfall for the area.

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  • Eliciting Student Ideas Maps and Photos (half page)

    Images and Maps used for Eliciting Students Ideas section.  Includes Images of three location on the Olympic Peninsula, a map showing the location of each, and a map of rainfall for the area.  Prints 3 sheets, which need to be cut in half.

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  • Students' Ideas About Ecosystems

    An outline of research setting out the main ideas and understandings which teachers might expect to meet among pupils.

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  • Vocabulary Cards

    Vocabulary Cards for this unit with images/photos for each word.

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  • Terrestrial Environments

    Page for student journals for recording observations in Investigation 1: Terrariums

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  • 1.1 - How to launch STEM investigations that build on student and community interests and expertise

    A formative assessment strategy called self-documentation can focus students’ science and engineering investigations on their personal and community interests in ways that make them more personally relevant.

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  • 3.1 - Virtual Fieldtrip to Two Wild Biomes (Teacher Guide)

    This open educational resource has been added to the FOSS Environments Unit to strengthen the connection to the Washington State Science Learning Standards. Students participate in a virtual field trip learning about the role of water in two very different Biomes (environments).

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  • 4.1 & 4.2 - Food Chain Lesson Plan

    Lesson plan for 4.1 and 4.2.  Students discuss what they had for breakfast and then consider the idea that our food comes from plants which get energy from the sun. Students examine and sort desert food chain cards and learn about producers and consumers.

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  • 4.1 & 4.2 - Food Chains Resource Cards

    Students discuss what they had for breakfast and then consider the idea that our food comes from plants which get energy from the sun. Students examine and sort desert food chain cards and learn about producers and consumers.

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  • 4.3 - How do environments change?

    Students explore different changes to an environment and the effect on populations of organisms. The focus is on three key factors: change in climate, change in resource availability (including water, food, shelter), and change in the shape of the land. As you plan, consider the variability of learners in your class and make adaptations as necessary.

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  • 4.4 Tides of Change Video (High Resolution)

    High Resolution for downloading (271 MB) This twelve minute film takes you to Olympic National Park’s wild Pacific Coast and follows marine ecologist Dr. Steve Fradkin as he studies its rocky intertidal zone.

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  • Using Science Notebooks in 3-5

    A chapter describing how to use notebooks in Science at the K-2 grade levels.  Many examples are included.

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  • Science Notebook Entry Types

    Types of entries students make in their journals/notebooks.

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  • Science Notebook Sentence Prompts (Upper Grades)

    Sentence prompts for learners with higher language skills. Designed to be folded in half and glued/taped to the inside back cover of each student's science notebook.

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  • Science Notebook Sentence Prompts (Middle Grades)

    Sentence prompts for learners with developing language skills. Designed to be folded in half and glued/taped to the inside back cover of each student's science notebook.

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  • Index template pages for Science Notebooks (4 pages)

    Sheets to be cut and pasted in the last 4 pages of the science notebooks. These pages serve to help students create an index for the ideas and topics they have added to their notebooks.  

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  • Index template pages for Science Notebooks (2 pages)

    Sheets to be cut and pasted in the last 2 pages of the science notebooks. They are much smaller and require more careful writing by the students. These pages serve to help students create an index for the ideas and topics they have added to their notebooks.  

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  • back to top


    Washington State Science Learning Standards Resources (NGSS)

  • Questions that Blend Crosscutting Concepts and Science and Engineering Practices

    A collection of teacher prompts that help reinforce both Crosscutting Concepts and Science and Engineering Practices at the same time.

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  • Washington State Science Learning Standards - 3-5

    Washington State's Science Learning Standards at the 3-5 Grade level.

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  • Science and Engineering Practices 3-5

    Descriptions of the SEPs at the 3-5 grade levels.

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  • Crosscutting Concepts at the K-5 Grades

    Understanding what is expected of K-5 students in developing the Crosscutting Concepts.

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  • Crosscutting Concept Posters

    A nice set of posters describing the Crosscutting Concepts.  Text on the back of each helps the teachers understand the concepts better.

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  • When Scientists Share (Cards)

    Simple cards with sentence prompts on how to make claims, and how to respond to others.

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  • When Scientists Share (Poster)

    Scentence prompts to help students develop scientific talk.

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  • Productive Talk Checklist

    Reference for teachers on how to encourage students for a variety of needs in a variety of scenarios.

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  • Productive Talk Bookmark

    Bookmark with ideas and reminders for teachers on how to help students develop good disucssion strategies.

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