Learners Lab Science • Master Operations ManualPage 1 • Unit 1 Shopping List

Procurement Manual • Shopping Master

Unit 2 Master Shopping List: Matter Lab

Itemized Purchase Roster for Solids, Liquids & Thermal Energy (Weeks 10–18)

Budget Requisition: Calculated for 8 students across Weeks 10–18. Estimated Total: $39.50. Zero out-of-pocket costs for staff.

Learners Lab Science • Master Operations ManualPage 2 • Unit 2 Shopping List

Procurement Manual • Shopping Master

Unit 3 Master Shopping List: Force Play

Itemized Purchase Roster for Forces, Motion & Magnets (Weeks 19–27)

Budget Requisition: Calculated for 8 students across Weeks 19–27. Estimated Total: $38.00. Zero out-of-pocket costs for staff.

Learners Lab Science • Master Operations ManualPage 3 • Unit 3 Shopping List

Procurement Manual • Shopping Master

Unit 4 Master Shopping List: Life Explorers

Itemized Purchase Roster for Sprouts, Senses & Survival (Weeks 28–36)

Budget Requisition: Calculated for 8 students across Weeks 28–36. Estimated Total: $34.50. Zero out-of-pocket costs for staff.

Learners Lab Science • Master Operations ManualPage 4 • Unit 4 Shopping List

Staff Roles & Responsibilities

Teacher vs. Paraprofessional Responsibilities

Division of Instructional & Logistical Responsibilities

Learners Lab Science • Master Operations ManualPage 5 • Staff Responsibilities

Safety Protocols

Sensory Safety & Allergy Precautions

Classroom Hygiene, Thermal Safeguards & Contingency Plans

Tactile Sensitivities

• Never force direct skin contact with wet or gooey media.

• Provide heavy-duty sealed Ziploc freezer bags so students can press cleanly.

• Offer wooden craft sticks or silicone spatulas for stirring.

Thermal Safety

• All heating appliances (warming skillet, lamps) stay behind teacher station line.

• Teacher wears heat-resistant silicone gloves when handling warm wax molds.

• Students only touch cooled wax after ice water bath.

Allergy & Oral Exploration Protocols

• All sensory substances (cornstarch, vegetable oil, rice) are non-toxic food-grade.

• If a student has a corn allergy, substitute rice flour for oobleck.

• Staff closely monitor learners prone to mouthing objects; use clean ice spheres and water.

Learners Lab Science • Master Operations ManualPage 6 • Sensory Safety

Logistics & Sourcing

Classroom Station Setup & Upcycled Sourcing

Low-Cost Material Alternatives & 15-Minute Station Setup Protocols

Daily 15-Minute Station Setup Protocol:

1. Set cafeteria trays at student seats with non-slip silicone mats underneath.

2. Portion sensory materials (cornstarch, water, rice, sand) into labeled cups.

3. Place daily student worksheets and pencils at desks.

4. Station baby wipes and microfiber dry towels at every table.

Learners Lab Science • Master Operations ManualPage 7 • Setup & Sourcing

Earth: Weather & Surface Unit 1 (Weeks 1–9)

Standards: 2-ESS1-1, 2-ESS2-1 • 3-ESS2-1, 3-ESS3-1 • 4-ESS2-1

Unified Functional Access Point

Track multi-sensory weather; model cloud precipitation; observe water erosion in sand stream trays; build rock flood barriers.

Matter & Thermal Energy Unit 2 (Weeks 10–18)

Standards: 2-PS1-1, 2-PS1-4 • 3-PS2-1 • 4-PS3-2

Unified Functional Access Point

Classify solids vs. liquids by physical properties; test thermal transformations (melt ice/crayon); test insulation wraps.

Forces, Motion & Magnets Unit 3 (Weeks 19–27)

Standards: 2-PS1-2 • 3-PS2-1, 3-PS2-3 • 4-PS3-1, 4-PS3-3

Unified Functional Access Point

Explore push vs. pull; roll cars down low vs. high ramps; test surface friction; sort magnetic vs. non-magnetic materials.

Life: Organisms & Traits Unit 4 (Weeks 28–36)

Standards: 2-LS2-1, 2-LS4-1 • 3-LS1-1, 3-LS4-3 • 4-LS1-1

Unified Functional Access Point

Sprout seeds with sun and water; dissect seed structures; test adapted bird beak tools; engineer animal shelters.

Culminating Problem Solving & Prototype Testing Across All 4 Units

Every unit culminates in an authentic hands-on challenge where students select materials to solve a concrete problem ("Stop the water", "Keep the ice solid", "Guide the marble", "Protect the animal"). Students test their ideas, observe real physical results, and communicate findings through spoken sentences or written paragraphs.

Learners Lab Science Framework • Adapted NJSLS-S Page 2 • Standards Overlap Crosswalk

Fall & Winter Focus • Units 1 & 2

Units 1 & 2: Earth Watchers & Matter Lab

Instructional Scope, 9-Week Progression & Pacing Alignment

Unit 1

Earth Watchers: Weather, Water & Wild Land

Weeks 1–9 • Fall

Standards: 2-ESS1-1, 2-ESS2-1, 2-ESS2-2, 3-ESS2-1, 3-ESS3-1, 4-ESS2-1

Essential Question

"What is the weather today? How does water shape our land?"

Core Concepts

Daily weather patterns; cloud rain precipitation; moving water erosion; rock seawalls.

Phenomenon Anchor

Water poured over kinetic sand mountains; blue water bursting through shaving cream clouds.

Culminating Challenge: The Seawall Flood Barrier

In stream trays, students build a barrier of river stones, craft sticks, and shells around model houses to protect against incoming water erosion.

Unit 2

Matter Lab: Touch, Test & Transform

Weeks 10–18 • Winter

Standards: 2-PS1-1, 2-PS1-2, 2-PS1-4, 4-PS3-2

Essential Question

"What is matter made of? How does heat change it?"

Core Concepts

Solids vs. liquids; hardness; viscosity; thermal melting; cooling and freezing; insulation.

Phenomenon Anchor

Ice melting under a heat lamp; melted crayons remolding into star shapes; oobleck slime.

Culminating Challenge: The Ice Cube Cozy

Students engineer an insulator wrap using bubble wrap, foil, and fleece to keep an ice cube solid under a warm heat lamp for 8 minutes.

Materials & Sensorial Kits (Units 1 & 2)

Unit 1: Kinetic sand, foil stream trays, model houses, river stones, watering cans, shaving cream, battery fan.

Unit 2: Cafeteria trays, silicone molds, cornstarch, ice cubes, crayons, warming skillet, foil, bubble wrap.

Learners Lab Science Framework • Adapted NJSLS-S Page 3 • Units 1 & 2 (Earth Watchers & Matter Lab)

Winter & Spring Focus • Units 3 & 4

Units 3 & 4: Force Play & Life Explorers

Instructional Plans, Phenomena, Milestones & 25-Minute Lesson Architecture

Unit 3

Force Play: Pushes, Pulls & Magnet Magic

Weeks 19–27 • Winter

Standards: 3-PS2-1, 3-PS2-2, 3-PS2-3, 3-PS2-4, 4-PS3-1, 4-PS3-3

Essential Question

"How can forces make things move, stop, or stick?"

Core Concepts

Push away vs. pull close; ramp height and speed; friction resistance; magnetic fields.

Phenomenon Anchor

Magnetic wands lifting paperclips through rice; toy cars rolling on smooth vs. rough tracks.

Culminating Challenge: The Magnetic Marble Maze

Students design foam tape pathways on paper plates and use magnetic wands beneath the plate to steer a steel sphere from START to FINISH.

Unit 4

Life Explorers: Sprouts, Senses & Survival

Weeks 28–36 • Spring

Standards: 2-LS2-1, 2-LS4-1, 3-LS1-1, 3-LS4-3, 4-LS1-1, 4-LS1-2

Essential Question

"How do plants grow? How do animals stay safe and eat?"

Core Concepts

Plants need water/light; seeds sprout roots; body parts (beaks/fur) help survival.

Phenomenon Anchor

Lima bean seeds sprouting in wet paper; tongs vs. spoons picking up yarn worms.

Culminating Challenge: The Animal Shelter Den

Using small boxes, moss, twigs, and paper, students engineer a safe shelter for a toy animal that shields it from simulated spray rain.

Pacing Architecture Clarification: 9-Week Progression

Each unit spans 9 instructional weeks. In self-contained special education classrooms, science is scheduled 1 to 2 times weekly, allowing deep multi-sensory inquiry, repeated trials, and tiered writing consolidation. No single lesson exceeds 25 minutes to execute.

25-Minute Adaptive Lesson Execution Structure (Strictly ≤ 25 Minutes)

Phase 1: Hook 4 min • Sensory mystery touch

Phase 2: Model 6 min • Spoken echo & demo

Phase 3: Lab 10 min • Hands-on tactile trial

Phase 4: Wrap 5 min • Worksheet & share

Learners Lab Science Framework • Adapted NJSLS-S Page 4 • Units 3 & 4 (Force Play & Life Explorers)

Tactile Exploration & Safety

Accessible Investigation Protocols & Labs

Standardized 4-Step Routine, Unit Lab Menus & Ergonomic Accommodations

Standardized 4-Step Classroom Lab Protocol

1 LOOK & TOUCH

Explore texture, weight, and visual cues in trays.

2 PREDICT

Verbally state prediction ("Move", "Melt", "Safe").

3 TEST IT

Perform physical action with adapted tools.

4 RECORD

Complete student worksheet & write key takeaway.

High-Sensory Investigation Menu Across Units

U1

Shaving Cream Clouds & Sand Dam Engineering (Earth Watchers): Jars filled with water topped with shaving cream; students drip blue water until rain falls. Stream sensory trays allow testing stone dam barriers against running water.

U2

The Oobleck & Ice Meltdown (Matter Lab): Cornstarch/water slime in cafeteria trays. Colored ice cubes tested with warm cloths vs. cold foil. Clear barrier ziplock bags provided for tactile-avoidant students.

U3

Wand Scavenger & Ramp Velocity (Force Play): Large magnetic wands swept through sensory rice tubs to retrieve washers. Foam gutter ramps test toy cars rolling onto smooth foil vs. rough sandpaper.

U4

Seed Dissection & Beak Tool Buffet (Life Explorers): Soaked giant lima beans peel open easily to reveal baby leaf sprouts. Students test jumbo tweezers and spoons to pick up yarn worms, matching animal mouth structures.

Universal Motor & Sensory Accommodations

Sensory Regulation: Headphones for noise-sensitive students; hypoallergenic wet wipes stationed; fidget items during demonstrations.

Fine-Motor Grasp: Chubby squeeze pipettes, silicone tongs, high-lip sorting trays, and primary-ruled handwriting guidelines.

Ergonomic Workspaces: Slant boards for visual-motor access; non-slip silicone table mats; boundary trays to prevent items rolling off.

Learners Lab Science Framework • Adapted NJSLS-S Page 5 • Investigation Protocols

Spoken Communication & Rigorous Written Synthesis

Three-Tier Rigorous Assessment Framework

Spoken Vocabulary, Guided Sentences, Cause-and-Effect & Key Takeaway Paragraphs

Universal 12-Word Vocabulary Anchor & Sentence Frames Echo & Choral Modeling

LOOK / TOUCH PUSH / PULL HOT / COLD FAST / SLOW GROW / SAFE SAME / DIFF

"Moving water washes the sand down the hill."

"Heat makes solid ice melt to liquid water."

"A steep ramp makes the car roll fast."

Rigorous Three-Tier Differentiated Assessment Profile

Key Takeaway Writing Protocol across Tiers

Tier 1 Guided: "The water moved the sand." (Word bank support).

Tier 2 Sentence: "Moving water washes sand down to form a flat riverbed." (Primary lines).

Tier 3 Paragraph: "First, the sand was a tall hill. Next, the rain poured down. Finally, the water washed it away. Key takeaway: water changes land."

Learners Lab Science Framework • Adapted NJSLS-S Page 6 • Spoken Language & Rigorous Assessment

Hard wooden block resisting heavy downward hand pressure.

4 Non-Example (What it is NOT)

Soft yellow foam sponge squishing easily when squeezed.

Section C: Show What You Know — Scientific Explanation CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (Are all solids equally hard?): Direct claim

2. Evidence (What happened when you squeezed both?): Experimental observation

3. Key Takeaway (Why do material properties matter?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 2 • Day 2 Student Lab Notebook

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Learners Lab Science

Liquid Properties: Viscosity & Flow Rates

Unit 2 • Day 3 Matter & Energy

Name:

Date:

Section A: Do Now — Tilted Tray Viscosity Race Standard: 2-PS1-1

Observe how liquid viscosity impacts flow speed down the incline. Circle the winner:

TOP

>>>

FINISH

WATER (LOW VISCOSITY) Thin liquid • Flows rapidly to bottom

TOP

>

FINISH

SYRUP (HIGH VISCOSITY) Thick liquid • Flows slowly with friction

Section B: Adapted Frayer Model — Tier 3 Vocabulary Exposure Tactile & Gesture Access

1 Definition (3-5 Words)

Copy or write: "How thick a liquid is."

TARGET WORD

VISCOSITY

[ Word Card ]

2 Physical Motion / TPR (Pre-Filled)

Drag hands through air very slowly as if wading through sticky syrup.

3 Real-World Example (Pre-Filled)

Thick pancake syrup creeping slowly down our tilted inquiry tray.

4 Non-Example (What it is NOT)

Thin watery liquid racing and splashing swiftly to the bottom.

Section C: Show What You Know — Scientific Explanation CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (Which liquid flows faster?): Direct claim

2. Evidence (What did the race show?): Experimental observation

3. Key Takeaway (How does viscosity affect flow?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 2 • Day 3 Student Lab Notebook

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Learners Lab Science

Non-Newtonian Matter: Pressure & States

Unit 2 • Day 4 Matter & Energy

Name:

Date:

Section A: Do Now — Pressure Response Observations Standard: 2-PS1-1

Observe how oobleck responds to external physical force. Circle the state observed:

FIRM BALL

PRESSURE APPLIED (SQUEEZE) Particles lock together • Acts like solid

ZERO PRESSURE (RELEASE) Particles slide freely • Flows like liquid

Section B: Adapted Frayer Model — Tier 3 Vocabulary Exposure Tactile & Gesture Access

1 Definition (3-5 Words)

Copy or write: "Pushing force on an object."

TARGET WORD

PRESSURE

[ Word Card ]

2 Physical Motion / TPR (Pre-Filled)

Squeeze fingers together tightly to make a hard, compact ball.

3 Real-World Example (Pre-Filled)

Punching oobleck with knuckles to make particles act solid.

4 Non-Example (What it is NOT)

Resting an open, relaxed hand gently with zero pushing force.

Section C: Show What You Know — Scientific Explanation CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (Does oobleck stay in one state?): Direct claim

2. Evidence (What happened when you squeezed it?): Experimental observation

3. Key Takeaway (How does pressure change matter?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 2 • Day 4 Student Lab Notebook

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Learners Lab Science

Reversible Changes: Crayon Remolding & Showcase

Unit 2 • Day 5 Matter & Energy

Name:

Date:

Section A: Do Now — Crayon Transformation Cycle Standard: 2-PS1-4

Observe the reversible thermal transformation diagram. Circle the two temperature actions:

SOLID STICK LIQUID WAX

THERMAL HEATING Energy added • Melts solid into liquid

LIQUID WAX SOLID STAR

THERMAL COOLING Energy removed • Freezes liquid into solid

Section B: Adapted Frayer Model — Tier 3 Vocabulary Exposure Tactile & Gesture Access

1 Definition (3-5 Words)

Copy or write: "Can change back again."

TARGET WORD

REVERSIBLE

[ Word Card ]

2 Physical Motion / TPR (Pre-Filled)

Roll hands in a circle forward, then reverse and roll backward.

3 Real-World Example (Pre-Filled)

Melting crayon wax into liquid, then freezing it into a solid star.

4 Non-Example (What it is NOT)

Burning wood into black ash which can never turn back into wood.

Section C: Show What You Know — Final Unit 2 Key Takeaway Paragraph CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (Can melting be reversed?): Direct claim

2. Evidence (What happened in the ice water bath?): Experimental observation

3. Key Takeaway (How does temperature reverse changes?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 2 • Day 5 Final Synthesis

3 Real-World Example (Pre-Filled)

Pushing a heavy supply wagon forward down the school hallway.

4 Non-Example (What it is NOT)

Sitting completely still in a chair without touching or moving anything.

Section C: Show What You Know — Scientific Explanation CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (How do forces change motion?): Direct claim

2. Evidence (What happened when you pushed or pulled?): Experimental observation

3. Key Takeaway (How do forces affect direction?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 3 • Lesson 2 Student Lab Notebook

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Learners Lab Science

Magnetic Fields & Material Attraction

Unit 3 • Lesson 3 Forces & Motion

Name:

Date:

Section A: Do Now — Magnetic Force Field Investigation Standard: 3-PS2-3

Observe how magnetic force acts through the sensory medium. Circle the material outcome:

WAND

STEEL WASHER SAMPLE Magnetic iron/steel • Attracted to wand

WAND

X

PLASTIC BUTTON SAMPLE Non-magnetic polymer • No attraction

Section B: Adapted Frayer Model — Tier 3 Vocabulary Exposure Tactile & Gesture Access

1 Definition (3-5 Words)

Copy or write: "Pulling objects closer together."

TARGET WORD

ATTRACT

[ Word Card ]

2 Physical Motion / TPR (Pre-Filled)

Clap hands together quickly with a crisp snap like two magnets sticking.

3 Real-World Example (Pre-Filled)

Magnetic wand pulling shiny steel washers right out of the dry rice bin.

4 Non-Example (What it is NOT)

Magnetic wand sliding right past a plastic button with zero pull.

Section C: Show What You Know — Scientific Explanation CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (Do magnets attract all materials?): Direct claim

2. Evidence (What did the wand pick up in rice?): Experimental observation

3. Key Takeaway (How do non-contact forces work?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 3 • Lesson 3 Student Lab Notebook

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Learners Lab Science

Engineering Challenge: Magnetic Marble Maze

Unit 3 • Lesson 4 Forces & Motion

Name:

Date:

Section A: Do Now — Maze Track Navigation Diagram Standard: 3-PS2-4

Observe how the wand below steers the steel ball above. Circle the checkpoint:

START POINT (GREEN) Position sphere • Engage wand below

FINISH GOAL (RED) Steer around turns • Reach finish line

Section B: Adapted Frayer Model — Tier 3 Vocabulary Exposure Tactile & Gesture Access

1 Definition (3-5 Words)

Copy or write: "Guide motion along path."

TARGET WORD

STEER

[ Word Card ]

2 Physical Motion / TPR (Pre-Filled)

Turn an imaginary steering wheel gently left and right.

3 Real-World Example (Pre-Filled)

Moving magnetic wand below paper plate to guide steel ball through maze.

4 Non-Example (What it is NOT)

A loose ball rolling uncontrollably off the table edge with no guide.

Section C: Show What You Know — Scientific Explanation CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (Does magnetic force pass through paper plates?): Direct claim

2. Evidence (What did the steel ball do when you moved the wand?): Maze observation

3. Key Takeaway (How do non-contact forces act through barriers?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 3 • Lesson 4 Student Lab Notebook

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Learners Lab Science

Force Play Portfolio Showcase & Synthesis

Unit 3 • Lesson 5 Forces & Motion

Name:

Date:

Section A: Final Unit Magnetic Classification Synthesis Standard: 3-PS2-3

Review your unit trials. Circle magnetic items with solid line; non-magnetic with dashed line:

STEEL WASHER Magnetic metal

WOOD PENCIL Non-magnetic

STEEL COIN Magnetic metal

PLASTIC BLOCK Non-magnetic

Section B: Adapted Frayer Model — Tier 3 Vocabulary Exposure Tactile & Gesture Access

1 Definition (3-5 Words)

Copy or write: "Moving from place to place."

TARGET WORD

MOTION

[ Word Card ]

2 Physical Motion / TPR (Pre-Filled)

Swing both arms rhythmically back and forth in walking rhythm.

3 Real-World Example (Pre-Filled)

Steel washer rolling across inquiry desk pulled by magnetic field.

4 Non-Example (What it is NOT)

A heavy granite rock resting completely still on the ground.

Section C: Show What You Know — Final Unit 3 Key Takeaway Paragraph CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (How do forces change motion?): Direct claim

2. Evidence (What did ramps and magnets prove?): Unit evidence

3. Key Takeaway (How do forces interact with matter?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 3 • Lesson 5 Final Synthesis

3 Real-World Example (Pre-Filled)

Tiny green baby leaf structure found inside our soaked lima bean.

4 Non-Example (What it is NOT)

The tough, protective seed coat shell on the exterior of the bean.

Section C: Show What You Know — Scientific Explanation CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (What is inside every seed?): Direct claim

2. Evidence (What did you observe under the magnifier?): Dissection evidence

3. Key Takeaway (How do seed parts protect the plant?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 4 • Lesson 2 Student Lab Notebook

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Learners Lab Science

Animal Adaptations: Bird Beak Tools

Unit 4 • Lesson 3 Life Science

Name:

Date:

Section A: Do Now — Beak Structure Function Trial Standard: 3-LS4-3

Observe the tool adaptation diagram. Circle which tool gathered each food type best:

PINCER BEAK (TONGS) Firm grip on worms

TONGS TOOL (WORM FOOD) Captures worms cleanly

SCOOP BEAK (SPOON) Broad basin collects seeds

SPOON TOOL (SEED FOOD) Scoops dry seeds

Section B: Adapted Frayer Model — Tier 3 Vocabulary Exposure Tactile & Gesture Access

1 Definition (3-5 Words)

Copy or write: "Body part helping survival."

TARGET WORD

ADAPTATION

[ Word Card ]

2 Physical Motion / TPR (Pre-Filled)

Pinch two fingers together firmly like a sharp bird beak grabbing food.

3 Real-World Example (Pre-Filled)

Pincer beak perfectly shaped to grip soft gummy worms from soil.

4 Non-Example (What it is NOT)

Flat human teeth trying to capture live insects out of deep tree bark.

Section C: Show What You Know — Scientific Explanation CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (Why do bird beaks have different shapes?): Direct claim

2. Evidence (What did tongs vs spoons gather best?): Buffet trial evidence

3. Key Takeaway (How do adaptations aid survival?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 4 • Lesson 3 Student Lab Notebook

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Learners Lab Science

Engineering Challenge: Animal Habitat Den

Unit 4 • Lesson 4 Life Science

Name:

Date:

Section A: Do Now — Habitat Shelter Rain Test Diagram Standard: 3-LS4-3

Observe how natural materials protect an animal from weather. Circle the outcome:

DRY SHELTER (MOSS ROOF) Foliage deflects water • Pad stays dry

LEAKING SHELTER (OPEN ROOF) Unprotected canopy • Water penetrates

Section B: Adapted Frayer Model — Tier 3 Vocabulary Exposure Tactile & Gesture Access

1 Definition (3-5 Words)

Copy or write: "Safe home protecting animals."

TARGET WORD

SHELTER

[ Word Card ]

2 Physical Motion / TPR (Pre-Filled)

Form an arched triangular roof over your head with hands and elbows.

3 Real-World Example (Pre-Filled)

Animal den with thick moss roof keeping sponge animal dry in spray test.

4 Non-Example (What it is NOT)

Standing out in a wide open field during a soaking thunderstorm.

Section C: Show What You Know — Scientific Explanation CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (Did the shelter keep the animal dry?): Direct claim

2. Evidence (What did the tester pad look like after spraying?): Rain test evidence

3. Key Takeaway (Why do animals construct shelters?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 4 • Lesson 4 Student Lab Notebook

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Learners Lab Science

Junior Botanist Portfolio Showcase & Synthesis

Unit 4 • Lesson 5 Life Science

Name:

Date:

Section A: Final Unit Sprout Growth Audit Standard: 2-LS2-1

Record the total linking cube measurement of your lima bean root system:

[ 1 ] 1 UNIT Emerging radicle

[ 2 ] 2 UNITS Extending root

[ 3 ] 3 UNITS Root hairs form

[ 4+ ] 4+ UNITS Full sprout

Section B: Adapted Frayer Model — Tier 3 Vocabulary Exposure Tactile & Gesture Access

1 Definition (3-5 Words)

Copy or write: "Any living plant or animal."

TARGET WORD

ORGANISM

[ Word Card ]

2 Physical Motion / TPR (Pre-Filled)

Take a deep breath in, place hand on heart, and stand tall.

3 Real-World Example (Pre-Filled)

Our sprouted lima bean plant actively growing roots and green leaves.

4 Non-Example (What it is NOT)

A non-living plastic linking cube or wooden classroom ruler.

Section C: Show What You Know — Final Unit 4 Key Takeaway Paragraph CCSS.W.2.2 • 4 Writing Lines Per Section

1. Claim (What do plants need to grow and develop?): Direct claim

2. Evidence (What did root measurements prove?): Measurement data

3. Key Takeaway (How do organisms interact with their environment?): Scientific takeaway

Uncommon Schools • Learners Lab Science Unit 4 • Lesson 5 Final Synthesis

Learners Lab Science • Unit 2: Matter Lab Page 1 • Standards Alignment & Materials

Unit 2 • Day 1 of 5 Workbook Match: Page 1

Day 1: Mystery Matter: Solid vs. Liquid States

NJSLS-S: 2-PS1-1 • CCSS: ELA-Literacy.RI.2.1, W.2.2 • Duration: 25 Minutes Maximum

Pre-Planning, Objectives & Vocabulary Exposure:

• Objective: SWBAT distinguish between solid ice and liquid water by observing shape retention and melting under a warm heat lamp.

• Target Vocabulary (Tier 3 Exposure): SOLID • 3-5 Word Kid-Friendly Definition: "Matter holding its shape." (4 words; mastery not required, multi-sensory exposure).

• Supporting Vocabulary: Liquid ("Matter that flows freely"); Melts ("Heat turns solid liquid").

• Materials: Ice sphere mold, uniform ice cubes, cafeteria trays, warm desk lamp, Student Workbook Page 1.

5E Instructional Protocol (Strictly 25 Minutes)

Engage (4 Min) — Establish Relevancy Min 0–4

Teacher Script: "Reach inside the mystery box. Feel the cold, solid sphere! What state of matter is it? It holds its shape firmly. Say: 'SOLID ICE!' Now we place it on our tray under the warm lamp. What will happen? Complete the Do Now on Page 1!"

Student Action: Students touch the ice sphere, feel its rigidity, and write their prediction in the Do Now.

Explore (6 Min) — Present the Content Min 4–10

Teacher Script: "Look at Workbook Page 1, Section A. Touch your ice cube sample. Notice the water puddle spreading across the tray. Solid ice is turning into liquid water! Circle both states on Section A!"

Student Action: Students observe solid ice melting into a liquid puddle and circle the corresponding states.

Explain (6 Min) — Adapted Frayer Model & TPR Min 10–16

Teacher Script: "Turn to Section B: our Adapted Frayer Model for SOLID! Tier 3 scholars get multi-sensory exposure. Let's do our TPR motion together: make two tight fists and tap your knuckles together firmly! Check Box 3 for our example: an ice cube keeping its rigid square shape. Check Box 4 for our non-example: a flat water puddle spreading out is NOT a solid. In Box 1, copy our definition: 'Matter holding its shape.'"

Student Action: Students perform TPR motion and write "Matter holding its shape" on primary lines.

Elaborate (5 Min) — Partner Turn-and-Talk Min 16–21

Teacher Script: "Turn to your science partner. Why doesn't a wooden pencil melt at room temperature like an ice cube? Look at the board to use our sentence starters!"

📝 Write on Board (Partner Sentence Starters): • "A pencil stays solid because..." • "Unlike ice, wood needs..."

Exemplar Student Response: "A pencil stays solid because wood needs much higher thermal energy to change state than ice does."

Evaluate (4 Min) — Assess Learning Min 21–25

Teacher Script: "Complete Section C on Page 1. Write your Claim, Evidence, and scientific Key Takeaway on the primary lines."

Exemplar Takeaway: "Claim: Ice melts. Evidence: Puddle formed under lamp. Takeaway: Adding thermal energy changes solid matter into liquid."

Learners Lab Science • Unit 2: Matter Lab Page 2 • Day 1 Detailed 5E Plan

Unit 2 • Day 2 of 5 Workbook Match: Page 2

Day 2: Properties of Solids: Hardness & Rigidity

NJSLS-S: 2-PS1-1 • CCSS: ELA-Literacy.RI.2.7, W.2.2 • Duration: 25 Minutes Maximum

Pre-Planning, Objectives & Vocabulary Exposure:

• Objective: SWBAT classify solid objects by testing hardness and rigidity, identifying that some solids resist compression while others bend.

• Target Vocabulary (Tier 3 Exposure): RIGID • 3-5 Word Kid-Friendly Definition: "Stiff and does not bend." (5 words; mastery not required, multi-sensory exposure).

• Supporting Vocabulary: Hardness ("Resisting compression or pressure"); Flexible ("Bends easily without breaking").

• Materials: Wooden building blocks, soft foam sponges, river stones, playdough, Student Workbook Page 2.

5E Instructional Protocol (Strictly 25 Minutes)

Engage (4 Min) — Establish Relevancy Min 0–4

Teacher Script: "Press both hands down on the wood block. Does it squish? No, it is rigid! Now squeeze the foam sponge. It squishes easily! Both are solids, but they have different physical properties! Complete the Do Now on Page 2."

Student Action: Students squeeze the wooden block and foam sponge to compare resistance.

Explore (6 Min) — Present the Content Min 4–10

Teacher Script: "Open Page 2. Look at Section A. Test the rock and the sponge. Which one is rigid and hard? Which one is soft and flexible? Circle your findings on the chart!"

Student Action: Students test the materials and circle HARD for wood/rock and SOFT for sponge/dough.

Explain (6 Min) — Adapted Frayer Model & TPR Min 10–16

Teacher Script: "Turn to Section B: our Adapted Frayer Model for RIGID! Let's do our TPR gesture: lock your elbows stiff and push your flat palms firmly down against the table! Check Box 3 for our real-world example: hard wooden blocks supporting heavy loads. Check Box 4 for our non-example: a soft foam sponge squishing easily is NOT rigid. In Box 1, copy our definition: 'Stiff and does not bend.'"

Student Action: Students perform TPR gesture and write "Stiff and does not bend" on primary lines.

Elaborate (5 Min) — Partner Turn-and-Talk Min 16–21

Teacher Script: "Turn to your partner. Why do builders make classroom tables out of rigid wood instead of soft sponges? Look at the board to use our sentence starters!"

📝 Write on Board (Partner Sentence Starters): • "Builders use rigid materials because..." • "If tables were soft, they would..."

Exemplar Student Response: "Builders use rigid materials because they support heavy loads without collapsing."

Evaluate (4 Min) — Assess Learning Min 21–25

Teacher Script: "Complete Section C on Page 2. Write your scientific explanation for why solids have different textures and flexibility."

Exemplar Takeaway: "Claim: Solids differ. Evidence: Block resists pressure, sponge bends. Takeaway: Solids have different hardness properties."

Learners Lab Science • Unit 2: Matter Lab Page 3 • Day 2 Detailed 5E Plan

Unit 2 • Day 3 of 5 Workbook Match: Page 3

Day 3: Liquid Properties: Viscosity & Flow Rates

NJSLS-S: 2-PS1-1 • CCSS: ELA-Literacy.RI.2.7, W.2.2 • Duration: 25 Minutes Maximum

Pre-Planning, Objectives & Vocabulary Exposure:

• Objective: SWBAT compare the viscosity of water versus pancake syrup by testing flow rates down a tilted inquiry tray.

• Target Vocabulary (Tier 3 Exposure): VISCOSITY • 3-5 Word Kid-Friendly Definition: "How thick a liquid is." (5 words; mastery not required, multi-sensory exposure).

• Supporting Vocabulary: Flow ("Movement of fluid liquid"); Friction ("Force slowing movement down").

• Materials: Tilted cafeteria trays, water cups, syrup cups, vegetable oil, pipettes, Student Workbook Page 3.

5E Instructional Protocol (Strictly 25 Minutes)

Engage (4 Min) — Establish Relevancy Min 0–4

Teacher Script: "Look at these two clear cups. Cup 1 has water. Cup 2 has pancake syrup. If I tilt both cups, which liquid will pour faster? Complete the Do Now prediction on Page 3!"

Student Action: Students observe the liquid levels in the cups and state their predictions.

Explore (6 Min) — Present the Content Min 4–10

Teacher Script: "Use your pipette. Place 1 drop of water and 1 drop of syrup at the top of your tilted tray. Release! Water wins the race! Syrup flows slowly. Circle the results on Workbook Page 3, Section A!"

Student Action: Students execute the drop release trial, observe flow rates, and record findings.

Explain (6 Min) — Adapted Frayer Model & TPR Min 10–16

Teacher Script: "Turn to Section B: our Adapted Frayer Model for VISCOSITY! Let's do our TPR motion: drag your hands slowly through the air like wading through thick, sticky syrup! Check Box 3 for our example: pancake syrup creeping slowly down the tray. Check Box 4 for our non-example: thin water splashing fast is NOT high viscosity. In Box 1, copy our definition: 'How thick a liquid is.'"

Student Action: Students perform TPR motion and write "How thick a liquid is" on primary lines.

Elaborate (5 Min) — Partner Turn-and-Talk Min 16–21

Teacher Script: "Turn to your partner. Why does syrup move so much slower than water? Look at the board to use our sentence starters!"

📝 Write on Board (Partner Sentence Starters): • "Syrup moves slowly because it is..." • "When we warm syrup up, it flows..."

Exemplar Student Response: "Syrup moves slowly because it is thick and has high viscosity."

Evaluate (4 Min) — Assess Learning Min 21–25

Teacher Script: "Complete Section C on Page 3. Write your claim, evidence, and scientific takeaway explaining liquid viscosity."

Exemplar Takeaway: "Claim: Liquids flow differently. Evidence: Water beat syrup in the race. Takeaway: Thin liquids have lower viscosity."

Learners Lab Science • Unit 2: Matter Lab Page 4 • Day 3 Detailed 5E Plan

Unit 2 • Day 4 of 5 Workbook Match: Page 4

Day 4: Non-Newtonian Matter: Oobleck Lab

NJSLS-S: 2-PS1-1 • CCSS: ELA-Literacy.RI.2.7, W.2.2 • Duration: 25 Minutes Maximum

Pre-Planning, Objectives & Vocabulary Exposure:

• Objective: SWBAT demonstrate that non-Newtonian mixtures (oobleck) change state under pressure, acting solid when squeezed and liquid when released.

• Target Vocabulary (Tier 3 Exposure): PRESSURE • 3-5 Word Kid-Friendly Definition: "Pushing force on an object." (5 words; mastery not required, multi-sensory exposure).

• Supporting Vocabulary: Suspension ("Mixture where parts don't dissolve"); State ("Solid, liquid, or gas form").

• Materials: Pre-mixed green oobleck bowls (cornstarch + water), cafeteria trays, barrier bags, Student Workbook Page 4.

5E Instructional Protocol (Strictly 25 Minutes)

Engage (4 Min) — Establish Relevancy Min 0–4

Teacher Script: "Look at the green bowl. Watch as I strike the surface with my knuckles. It does not splash—it acts like a solid! Now watch as I gently rest my fingers on top. They sink like it's water! What is this strange matter? Complete the Do Now on Page 4!"

Student Action: Students observe the surface reaction and predict how oobleck will react to touch.

Explore (6 Min) — Present the Content Min 4–10

Teacher Script: "Scoop up a handful of oobleck. Squeeze it tight into a ball! It feels firm and solid. Now open your hand flat. Look—it melts and drips like liquid! Circle both states on Page 4, Section A!"

Student Action: Students squeeze the mixture to form a solid ball, open hands to watch it flow, and circle findings.

Explain (6 Min) — Adapted Frayer Model & TPR Min 10–16

Teacher Script: "Turn to Section B: our Adapted Frayer Model for PRESSURE! Let's do our TPR gesture: squeeze your fingers together tightly into a hard, compact ball! Look at Box 3 for our example: punching oobleck to lock its particles solid. Look at Box 4 for our non-example: resting your hand gently with zero pushing force. In Box 1, copy our definition: 'Pushing force on an object.'"

Student Action: Students perform TPR gesture and write "Pushing force on an object" on primary lines.

Elaborate (5 Min) — Partner Turn-and-Talk Min 16–21

Teacher Script: "Turn to your partner. Does pure water act like a solid when squeezed? Look at the board to use our sentence starters to explain why oobleck is special!"

📝 Write on Board (Partner Sentence Starters): • "When I squeeze oobleck, it acts solid because..." • "When I release it, it flows like..."

Exemplar Student Response: "When I squeeze oobleck, it acts solid because force locks the cornstarch particles together."

Evaluate (4 Min) — Assess Learning Min 21–25

Teacher Script: "Complete Section C on Page 4. Write your claim, evidence, and scientific takeaway explaining oobleck states."

Exemplar Takeaway: "Claim: Pressure changes oobleck. Evidence: Ball formed under force, dripped on release. Takeaway: Force alters physical states."

Learners Lab Science • Unit 2: Matter Lab Page 5 • Day 4 Detailed 5E Plan

Unit 2 • Day 5 of 5 Workbook Match: Page 5

Day 5: Thermal Energy, Remolding & Portfolio

NJSLS-S: 2-PS1-4 • CCSS: ELA-Literacy.RI.2.1, W.2.2 • Duration: 25 Minutes Maximum

Pre-Planning, Objectives & Vocabulary Exposure:

• Objective: SWBAT demonstrate that heating melts wax crayons into liquid and cooling freezes them into new solid star shapes, composing a synthesized takeaway paragraph.

• Target Vocabulary (Tier 3 Exposure): REVERSIBLE • 3-5 Word Kid-Friendly Definition: "Can change back again." (4 words; mastery not required, multi-sensory exposure).

• Supporting Vocabulary: Thermal Energy ("Heat moving particles"); Freezing ("Cooling turns liquid solid").

• Materials: Peeled broken crayons, silicone star molds, warming skillet, ice water tub, Student Workbook Page 5.

5E Instructional Protocol (Strictly 25 Minutes)

Engage (4 Min) — Establish Relevancy Min 0–4

Teacher Script: "Snap your broken crayon pieces into our star molds. They are hard solid sticks. What happens when teacher places them in the electric warming skillet? Write your prediction in the Do Now on Page 5!"

Student Action: Students fill molds and observe the skillet melting solid wax sticks into liquid wax.

Explore (6 Min) — Present the Content Min 4–10

Teacher Script: "Teacher moves the molds into our ice water cooling tub. Thermal energy leaves the wax. Look—it solidifies into a star! Pop your new solid star crayon out of the mold!"

Student Action: Students pop their cooled star crayons out and circle the heating and cooling stages on Page 5.

Explain (6 Min) — Adapted Frayer Model & TPR Min 10–16

Teacher Script: "Turn to Section B: our Adapted Frayer Model for REVERSIBLE! Let's do our TPR motion together: roll your hands in a circle forward, then reverse and roll them backward! Check Box 3 for our example: melting crayon wax into liquid, then freezing it solid into a star. Check Box 4 for our non-example: burning wood into ash cannot turn back into wood. In Box 1, copy our definition: 'Can change back again.'"

Student Action: Students perform TPR motion and write "Can change back again" on primary lines.

Elaborate (5 Min) — Partner Turn-and-Talk Min 16–21

Teacher Script: "Turn to your partner. Could we melt this star crayon again and turn it back into a stick? Look at the board to use our sentence starters to explain reversible changes!"

📝 Write on Board (Partner Sentence Starters): • "This change is reversible because we can..." • "Heating melts the wax, and cooling..."

Exemplar Student Response: "This change is reversible because we can add heat to melt it again and cool it into another shape."

Evaluate (4 Min) — Assess Learning Min 21–25

Teacher Script: "Complete Section C on Page 5. Write your complete scientific summary paragraph covering solids, liquids, heat, and cooling."

Exemplar Paragraph: "First, ice and crayons are solid. Next, heat melts them to liquid. Finally, cooling freezes them solid again. Key takeaway: temperature changes states of matter."

Learners Lab Science • Unit 2: Matter Lab Page 6 • Day 5 Detailed 5E Plan

Yearlong Curriculum Pacing Framework Quarter 2 (Winter)

Unit 2: 9-Week Spiral & Extension Pacing Architecture

How the 5 Daily Lessons Expand Across 9 Instructional Weeks (5 Lessons / Week)

Yearlong 9-Week Spiral Progression:

In self-contained settings, Unit 2 spans 9 instructional weeks. The 5 daily lessons form the core 5E instructional spine, which spirals and deepens each week with new sensory variables, material comparisons, and paragraph-level synthesis.

Learners Lab Science • Unit 2: Matter Lab Page 7 • 9-Week Spiral Architecture

Instructional Shift: Choral Echo Stamping & Active Kinesthetic Learning:

Following teacher feedback, writing demands have been drastically reduced in favor of choral echo responses where scholars echo teacher language in unison to stamp scientific definitions and claims into memory. Every lesson pairs an explicit Choral Echo Stamp with gross-motor movement and tactile exploration.

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 1 of 4 • Master Scope & Kit Inventory

Unit 1 • Part 1 • Week 1 • Day 1 of 5 (25 Minutes) Workbook Match: Part 1 • Page 1

Unit 1 • Part 1 • Lesson 1.1: Outdoor Sky & Weather Movement (Engage)

Objective: SWBAT scan outdoor sky conditions, perform 4 kinesthetic weather poses, and echo choral response stems to stamp what weather is.

🗣️

Day 1 Choral Echo Concept Stamp: T: "Weather is..." ➔ Scholars (Echo): "...WHAT OUTSIDE AIR IS LIKE!"

Concept Stamp 1

Target Vocabulary: WEATHER ("What outside air is like")

Materials Needed: Tactile sky cards (6 options), observation window, Part 1 Page 1

Video Search & Link: Search: "Crash Course Kids What is Weather"
URL: youtube.com/results?search_query=Crash+Course+Kids+Weather

25-Minute Teacher Instructional Script with Choral Echo Stamps Pacing: 0–25 Min

Phase 1: Hook, Window Scan & First Choral Stamp (Min 0–5) 5 Min

T: "Scholars, up on your feet! Walk with me to our observation window! Look out at the sky. What do you see? When scientists talk about the outside air, they have a special word: WEATHER!"

🗣️ CHORAL ECHO DRILL:
T: "Weather is..." ➔ Scholars Echo (Choral): "...WHAT OUTSIDE AIR IS LIKE!" (Repeat 3 times!)

Student Action: Walk to window, scan sky, circle condition on Page 1 (Step 1).

Phase 2: Video Clip & 4 Weather Movement Poses (Min 5–12) 7 Min

T: "Watch this short clip! Now, stand up tall in your space. Let's do our 4 Weather Movement Poses with our choral chant!"

• Sun Pose: Arms wide circle! "Sun brings heat!"

• Wind Pose: Torso sway! "Moving air is wind!"

• Rain Pose: Tap fingers! "Falling water is rain!"

• Cold Pose: Shiver shoulders! "Cold air chills!"

Movement & Choral Drill: Call a pose ➔ scholars strike the pose and echo the concept chant!

Phase 3: Low-Motor Prediction & Choral Sentence Frame (Min 12–19) 7 Min

T: "Back to your seats. In Step 2, circle how the outdoor air feels: WARM, COOL, or COLD. Now let's echo our prediction sentence stem together!"

🗣️ CHORAL ECHO:
T: "I predict..." ➔ Scholars: "...THE OUTSIDE AIR..." ➔ T: "...WILL FEEL..." ➔ Scholars: "...WARM/COOL/COLD!"

Student Action: Circle choice badge on Page 1; point to speech bubble on page.

Phase 4: Weather Shift Jump & Final Concept Stamp (Min 19–25) 6 Min

T: "Mastery check: Does weather stay the same or change every day? Circle 'WEATHER CHANGES EVERY DAY'. Now, stand up for the Weather Shift Jump!"

🗣️ CHORAL ECHO & JUMP:
T: "Does weather stay the same?" ➔ Scholars (Jump twice): "NO! WEATHER CHANGES EVERY DAY!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 1 of 4 • Week 1 Day 1 (Engage Guide)

Unit 1 • Part 1 • Week 1 • Day 2 of 5 (25 Minutes) Workbook Match: Part 1 • Page 2

Unit 1 • Part 1 • Lesson 1.2: Multi-Sensory Weather Tools Lab (Explore)

Objective: SWBAT test three sensory tools (fan, mister, warm pack), match each to physical body movements, and echo choral tool concepts.

🗣️

Day 2 Choral Echo Concept Stamp: T: "Moving air is..." ➔ Scholars: "...WIND!" | T: "Sunlight brings..." ➔ Scholars: "...HEAT!"

Concept Stamp 2

Station Setup & Sensory Movement Circuit:

• Station 1 (Wind): Mini fan → Arm wave movement.
• Station 2 (Rain): Mist spray bottle → Finger tap movement.

• Station 3 (Sun): Warm gel pack → Chest warm press.
• Sensory Protocol: Paper towels at every station; safe forearm testing.

25-Minute Step-by-Step Teacher Lab Directions & Choral Echoes Pacing: 0–25 Min

Step 1: Lab Launch & Choral Safety Norms (Min 0–4) 4 Min

T: "Today we simulate real weather right inside our lab! Hands flat on cafeteria trays. When I say 'SCIENCE HANDS', echo back 'ON THE TRAY!' Ready? SCIENCE HANDS!"

🗣️ CALL & RESPONSE: T: "Science Hands!" ➔ Scholars: "ON THE TRAY!"

Step 2: Hands-On Tool Trials & Choral Echo Stamping (Min 4–16) 12 Min

Trial 1 (Fan): Hold hand 4 inches away. T: "Moving air is..." ➔ Scholars: "...WIND!" Wave arms rapidly! Circle COOL BREEZE.

Trial 2 (Mister): 1 pump of mist on forearm. T: "Falling water is..." ➔ Scholars: "...RAIN!" Tap fingers fast! Circle WET MIST.

Trial 3 (Warm Pack): Press palm to pack. T: "Sunlight brings..." ➔ Scholars: "...HEAT!" Press hand to heart! Circle WARM SUNLIGHT.

Step 3: Low-Motor Summary & Choral Takeaway (Min 16–21) 5 Min

T: "Which tool felt most like outside today? In Section 3, circle THE FAN, THE MIST, or THE PACK. No long writing—circle your scientific choice!"

🗣️ CHORAL ECHO:
T: "Our lab tools prove that..." ➔ Scholars: "...WEATHER HAS WIND, RAIN, AND HEAT!"

Step 4: Tray Reset & Science Choral Chant (Min 21–25) 4 Min

T: "Tools returned to tray center. All together: Moving wind, wet rain, solar heat create WEATHER! Tomorrow: our official science Frayer word."

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 1 of 4 • Week 1 Day 2 (Explore Lab Guide)

Unit 1 • Part 1 • Week 1 • Day 3 of 5 (25 Minutes) Workbook Match: Part 1 • Page 3

Unit 1 • Part 1 • Lesson 1.3: Adapted Frayer Model — WEATHER (Explain)

Objective: SWBAT master Tier 3 target word WEATHER through choral echo repetition, a 3-step TPR movement protocol, and low-motor definition selection.

🗣️

Day 3 Choral Echo Concept Stamp (Tier 3 Word): T: "What is weather?" ➔ Scholars (Echo): "WEATHER IS WHAT OUTSIDE AIR IS LIKE!"

Concept Stamp 3

Target Word: WEATHER (Tier 3) Definition: "What OUTSIDE air is like."

3-Step TPR Protocol: 1. Look up at sky • 2. Fan face with palms • 3. Say "Weather is outside air!"

25-Minute Teacher Instructional Script with Choral Stamping Pacing: 0–25 Min

Phase 1: Vocabulary Launch & 3-Step TPR Choral Drill (Min 0–6) 6 Min

T: "Scholars, stand tall! Our science word of the week is WEATHER! Echo me: WEATHER!"

🗣️ CHORAL ECHO & TPR:
T: "Look up!" ➔ Scholars: (Look up!)
T: "Fan your face!" ➔ Scholars: (Fan face!)
T: "Say it loud: WEATHER IS..." ➔ Scholars: "...WHAT OUTSIDE AIR IS LIKE!"

Phase 2: Frayer Model Low-Motor Definition (Min 6–13) 7 Min

T: "Open Workbook Page 3. In Box 1, circle OUTSIDE. Let's echo our definition one more time together so our pencils never get tired!"

🗣️ CHORAL ECHO:
T: "Weather is..." ➔ Scholars: "WHAT OUTSIDE AIR IS LIKE!"

Phase 3: Example vs. Non-Example Choral Callout (Min 13–19) 6 Min

T: "Look at Box 3: Hot sun on the playground is WEATHER! Look at Box 4: Is cold air in a kitchen refrigerator weather?"

🗣️ CHORAL CALL & RESPONSE:
T: "Is refrigerator air weather?" ➔ Scholars: "NO! ONLY OUTSIDE AIR!"
T: "Why?" ➔ Scholars: "BECAUSE IT IS INDOORS!"

Phase 4: Kinesthetic Weather Sort & Final Cheer (Min 19–25) 6 Min

T: "Bottom of Page 3: Rain on field? Echo YES! Freezer air? Echo NO! Wind in trees? Echo YES! Indoor pool? Echo NO! Circle your answers."

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 1 of 4 • Week 1 Day 3 (Explain Frayer Guide)

Unit 1 • Part 1 • Week 1 • Day 4 of 5 (25 Minutes) Workbook Match: Part 1 • Page 4

Unit 1 • Part 1 • Lesson 1.4: Changing Weather Theater & Action (Elaborate)

Objective: SWBAT act out changing weather conditions in a partner drama challenge and echo choral responses to stamp temperature changes.

🗣️

Day 4 Choral Echo Concept Stamp: T: "When clouds block the sun..." ➔ Scholars (Echo): "...THE AIR GETS COOLER!"

Concept Stamp 4

Partner Weather Theater Challenge:

Instead of tedious line writing, scholars physically embody weather elements (Partner A = Storm Cloud, Partner B = Playground Scientist). They act out the rapid change when dark clouds block warm sunlight, accompanied by choral echo dialogue!

25-Minute Teacher Instructional Script & Partner Choral Drama Pacing: 0–25 Min

Phase 1: Scenario Launch & Choral Hook (Min 0–5) 5 Min

T: "Earth Watchers, you are playing outside in warm sunshine. Suddenly, massive dark clouds roll over! Let's echo what happens!"

🗣️ CHORAL ECHO:
T: "Clouds roll in..." ➔ Scholars: "THE SUN IS BLOCKED!"
T: "The sun is blocked..." ➔ Scholars: "THE AIR GETS COOLER!"

Phase 2: Partner Weather Drama & Choral Dialogue (Min 5–14) 9 Min

Round 1: Partner A is the Storm Cloud (swooping arms, shouting 'WHOOOOSH!'). Partner B is the Scientist (wrapping arms around shoulders, shivering, shouting: 'THE SUN IS BLOCKED—AIR IS COOLING!').

Round 2: Switch roles! Partner B is the Storm Cloud, Partner A is the Scientist!

Phase 3: Visual Agreement Check & Choral Takeaway (Min 14–20) 6 Min

T: "Sit back down. In Section 2, circle what happened when the storm clouds rolled over. Let's read our takeaway sentence together in full chorus!"

🗣️ CHORAL TAKEAWAY:
Whole Class in Chorus: "Clouds make air feel cool and damp because they block warm sunlight!"

Phase 4: Two-Pair Drama Spotlight & Praise (Min 20–25) 5 Min

T: "Spotlight! Pair 1, show us your storm swoops and shivering reaction with your choral callout! Tomorrow: Move & Prove C-E-R!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 1 of 4 • Week 1 Day 4 (Elaborate Daily Guide)

Unit 1 • Part 1 • Week 1 • Day 5 of 5 (25 Minutes) Workbook Match: Part 1 • Page 5

Unit 1 • Part 1 • Lesson 1.5: Move & Prove — Low-Motor C-E-R Station (Evaluate)

Objective: SWBAT state Claim, select physical Evidence tools, and echo choral C-E-R stems to earn the Week 1 Earth Watcher Mastery Stamp.

🗣️

Day 5 Choral Echo Concept Stamp (C-E-R): T: "Our scientific claim is..." ➔ Scholars: "...WEATHER CHANGES EVERY DAY!"

Concept Stamp 5

Move & Prove Framework (C - E - R Accessible Delivery) Choral & Low-Motor

• Claim: Speak & echo chorally.

• Evidence: Check tested tools data.

• Takeaway: Move & demonstrate concept.

Teacher Modeling ("I Do"), Partner Practice ("We Do") & Demonstration ("You Do") 0–25 Min

Phase 1: Teacher Modeling & Choral C-E-R Echo (Min 0–6) 6 Min

T: "Scholars, eyes on our CER Anchor Chart! Let's echo our three steps together!"

🗣️ CHORAL C-E-R ECHO:
T: "Step 1: CLAIM! Weather..." ➔ Scholars: "...CHANGES EVERY DAY!"
T: "Step 2: EVIDENCE! Our lab tools..." ➔ Scholars: "...PROVED WIND, RAIN, AND HEAT!"
T: "Step 3: TAKEAWAY! Weather is..." ➔ Scholars: "...WHAT OUTSIDE AIR IS LIKE!"

Phase 2: Guided Partner Practice — "We Do" Rehearsal (Min 6–13) 7 Min

T: "Turn knee-to-knee with your partner! Practice chanting your claim and evidence back and forth! No writing fatigue—just strong scientific voices!"

Guided Practice: Every student practices stating the explanation verbally with their partner.

Phase 3: Low-Motor Workbook Recording — "You Do" (Min 13–19) 6 Min

T: "Open Workbook Part 1, Page 5. In Section 1, circle 'WEATHER CHANGES EVERY DAY'. In Section 2, check off the fan, mister, and gel pack. In Section 3, circle 'OUTSIDE AIR'."

Student Action: Circle choices and check boxes across Section C on Page 5.

Phase 4: Movement Demo & Choral Earth Watcher Stamp (Min 19–25) 6 Min

T: "Bring your workbook to the table! State your choral chant and do your 3-step weather motion to earn your official Week 1 Earth Watcher Mastery Stamp!"

🗣️ FINAL CHORAL CHEER:
T: "What are we?" ➔ Scholars: "WE ARE EARTH WATCHERS!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 1 of 4 • Week 1 Day 5 (Evaluate C-E-R Guide)

Unit 1 Organization Structure (Parts 1–4) Choral & Kinesthetic

Unit 1: 9-Week Spiral Architecture & Pacing Matrix

Overview Across All 45 Daily Science Periods with Choral Responses and Hands-On Movement

Low-Motor Tiered Expression Framework Across All Weeks:

Tier 1 Emerging: Echoes single choral anchor words (e.g., "WIND!", "HEAT!"); performs gross-motor TPR gestures; circles visual icon badges with para guidance.

Tier 2 Functional: Echoes complete choral sentence stems (e.g., "Weather is outside air!"); independently circles answer badges; demonstrates full TPR motion.

Tier 3 Expanding: Leads class in choral call-and-response drills; verbally delivers oral Claim and Evidence defense; writes target science words on cloze lines.

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 1 of 4 • 9-Week Spiral Architecture & Matrix

Unit 1 Multimedia Reference Directory Unit 1 • Parts 1–4 Links

Curated Video Directory & Choral Action Follow-Ups

Explicit YouTube Search Terms, Direct Search URLs, and Active Choral & Kinesthetic Tasks

Teacher Video Implementation Guidance:

Clips run 2–3 minutes max. Immediately following each video, students stand up to perform the aligned Kinesthetic Action Task and chant the Choral Echo Stamp before completing their low-motor workbook circle badge.

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 1 of 4 • Multimedia Reference Directory

Echo 3x

Step 3: Test & Try — Weather Simulation Station Trials Sensory Lab

| Hold hand 4 inches away. Feel the moving air flow across palm. |

COOL BREEZE STILL AIR

| |

Mist Bottle

| Spray 1 fine pump onto forearm. Feel liquid water drops. |

WET MIST DRY AIR

| |

Warm Pack

| Press palm flat against pack. Feel thermal heat and warmth. |

WARM SUN COLD SHADE

|

Step 4: Sensory Tool & Body Movement Matching Choral TPR

Echo each science concept and perform the action pose together:

FAN = WIND 🗣️ Echo: "Moving air is wind!" Arm Waves

MISTER = RAIN 🗣️ Echo: "Falling water is rain!" Finger Taps

PACK = SUN 🗣️ Echo: "Sunlight brings heat!" Chest Press

Investigation Evidence Check:

Which sensory tool felt most like the real outdoor weather today? Circle one:

THE FAN (WIND)

THE MIST (RAIN)

THE PACK (SUN)

🗣️ Choral Finding: "Today outside felt most like the [ FAN / MIST / PACK ] because the air was [ BREEZY / WET / WARM ] ."

Uncommon Schools • Learners Lab Science Unit 1 • Part 1 of 4 • Week 1 Day 2 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 1 of 4 • Earth Watchers

Week 1 • Day 3: Adapted Frayer Model (WEATHER)

Part 1 • Week 1 • Day 3 (Explain)

Name:

Date:

🗣️

Tier 3 Vocabulary Choral Echo Stamp: Teacher: "What is weather?" ➔ Scholars Echo: "WHAT OUTSIDE AIR IS LIKE!"

Echo 3x

Adapted Frayer Model — Tier 3 Vocabulary Mastery Tactile & Gesture Access

1 Kid-Friendly Definition

Circle the correct word to complete what WEATHER means:

"What

OUTSIDE INDOOR

air is like."

🗣️ Echo: "Outside air!"

TARGET WORD

WEATHER

[ Tier 3 Science ]

2 Physical Motion Checklist (Stand & Do!)

✓ 1. Stand tall & look up at the outdoor sky.

✓ 2. Fan face gently with both palms.

✓ 3. Choral Echo: "WEATHER IS OUTSIDE AIR!"

3 Real-World Example (Outdoor)

Warm sunshine heating up the blacktop on our school playground.

4 Non-Example (What it is NOT)

Cold indoor air sealed inside a closed kitchen refrigerator.

Kinesthetic Weather Sort: Is it WEATHER (Outdoor Air)? Circle or Highlight YES or NO: Enlarged Touch Targets

RAIN ON FIELD

YES NO

FREEZER AIR

YES NO

WIND IN TREES

YES NO

INDOOR POOL

YES NO

Uncommon Schools • Learners Lab Science Unit 1 • Part 1 of 4 • Week 1 Day 3 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 1 of 4 • Earth Watchers

Week 1 • Day 4: Changing Weather Theater & Action

Part 1 • Week 1 • Day 4 (Elaborate)

Name:

Date:

🗣️

Choral Echo Concept Stamp: Teacher: "When clouds block the sun..." ➔ Scholars Echo: "THE AIR GETS COOLER!"

Echo 3x

Partner Weather Theater Act-Out Challenge Kinesthetic Drama

Playground Scenario: You are playing outside in 75-degree sunshine. Suddenly, massive dark clouds roll over! The sun is blocked. A chilly wind begins blowing!

Partner A Role: The Storm Cloud

• Swoop arms forward wide like rolling storm clouds.
• 🗣️ Choral Sound Effect: "WHOOOOOOSH!"

Partner B Role: The Playground Scientist

• Wrap arms tight around shoulders and shiver.
• 🗣️ Choral Call: "The sun is blocked—air is cooling!"

SWITCH ROLES! Partner B plays Storm Cloud, Partner A plays Scientist!

Partner Scientific Agreement (Circle All That Apply) Scientific Inquiry

What happens to the outside air when storm clouds block the sun?

AIR TEMPERATURE DROPS COOLER

MOVING WIND BLOWS STRONGER

WATER PRECIPITATION CAN FALL

Partner Choral Takeaway:

🗣️ "My partner and I agree: Clouds make the air feel [ cool & damp ] because clouds block the warm [ sunlight ] !"

Uncommon Schools • Learners Lab Science Unit 1 • Part 1 of 4 • Week 1 Day 4 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 1 of 4 • Earth Watchers

Week 1 • Day 5: Move & Prove (Adapted C-E-R Station)

Part 1 • Week 1 • Day 5 (Evaluate)

Name:

Date:

🗣️

Mastery C-E-R Choral Echo Stamp: Teacher: "Our scientific claim is..." ➔ Scholars: "WEATHER CHANGES EVERY DAY!"

Echo 3x

Section C: Scientific Explanation (Claim, Evidence, Takeaway) Scientific Practice 4

1. Scientific Claim (Does outdoor weather stay same or change?): Circle Choice

WEATHER CHANGES EVERY DAY

WEATHER NEVER CHANGES

🗣️ Choral Claim: "The scientific data proves that outdoor weather [ CHANGES ]."

2. Physical Evidence (What did our lab tools prove?): Select Tools

✓ Fan (Moving Wind)

✓ Mister (Precipitation)

✓ Gel Pack (Solar Heat)

🗣️ Choral Evidence: "In our lab test, we felt [ cool moving air from the fan and wet mist from the bottle ]."

3. Key Takeaway / Reasoning (What is weather?): Core Concept

🗣️ Choral Takeaway: "My key takeaway is that WEATHER is what [ OUTSIDE AIR ] is like!"

Choral Cheer & Movement Demonstration Check:

Chant together: "WE ARE EARTH WATCHERS!" and do your 3-step weather motion to earn your official Mastery Stamp!

[ Teacher Stamp ]

Uncommon Schools • Learners Lab Science Unit 1 • Part 1 of 4 • Week 1 Day 5 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 1 of 4 • Universal Lab Template

Hands-On Investigation Lab Report (Steps 1–3)

Low-Motor Adapted

Name:

Date:

Unit:

Lab:

1

STEP 1: LOOK & TOUCH (LOOK & NOTICE)

Tactile Inquiry

Touch materials in your lab tray. Circle matching properties:

Surface Texture:

ROUGH SMOOTH

Physical State:

SOLID LIQUID

Relative Mass:

HEAVY LIGHT

🗣️ Choral Observation: "I observe that the sample feels [ smooth / rough ] and [ heavy / light ] !"

2

STEP 2: PREDICT (ASK & PREDICT)

Prediction Gesture

Make a prediction before testing. Show thumbs up/down, then circle:

👍 PREDICTION: SOLUTION WILL WORK

👎 PREDICTION: SOLUTION WILL FAIL

🗣️ Choral Hypothesis: "We predict that the tested material will [ hold / wash away ] !"

3

STEP 3: TEST IT (TEST & TRY)

Hands-On Action

Execute trials safely. Sketch or stamp observed results below:

TRIAL 1: CONTROL TEST Without Barrier / First Condition

[ Draw What Happened ]

TRIAL 2: VARIABLE TEST With Engineered Solution

[ Draw What Happened ]

Learners Lab Science • Universal Hands-On Lab Report Unit 1 • Part 1 of 4 • Appendix Page 1 (Steps 1–3)

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 1 of 4 • Universal Lab Template

Hands-On Investigation Lab Report (Step 4 & EQ)

Low-Motor Synthesis

4

STEP 4: RECORD & SHARE (CHORAL C-E-R)

Practice 4

1. Scientific Claim: What happened during the test?

BARRIER PROTECTED THE LAND

WATER WASHED AWAY THE LAND

🗣️ Choral Stem: "The test data proves that..."

2. Experimental Evidence: What did your measurements show?

🗣️ "In Trial 2, our data proves the material [ STOPPED WATER / LET WATER PASS ] !"

3. Key Takeaway: Why does this matter?

🗣️ "My key takeaway is that solid barriers can [ PREVENT EROSION / SLOW WATER ] !"

Unit Essential Question Resolution Final Synthesis

Unit Essential Question: "How do Earth Watchers investigate and protect land from water and weather?"

Action 1: Look & Notice We use our 5 senses and weather tools to observe changing outdoor air and water. SENSORY TOOLS

Action 2: Engineer & Protect We test solid barriers like seawalls and plants to slow down moving water. ENGINEERED BARRIERS

🗣️ Scholar chants: "WE ARE EARTH WATCHERS!" to earn Unit Lab Mastery Stamp!

[ Stamp / Initial ]

Learners Lab Science • Universal Hands-On Lab Report Unit 1 • Part 1 of 4 • Appendix Page 2 (Step 4 & EQ)

Phase 1: Solar Phenomenon Launch (Min 0–5)

T: "Scholars, when you stand in direct sunshine, your skin feels warm! Under a shady tree, it feels cooler! Sunlight transfers thermal heat into air!"

Phase 2: Video Clip & Liquid Column Expansion (Min 5–11)

T: "Watch the video clip: when air gets warm, liquid inside the thermometer expands and rises taller!"

Video Link: youtube.com/results?search_query=SciShow+Kids+Thermometer (2:40)

Phase 3: Dial Thermometer Hands-On Inspection (Min 11–18)

T: "Hold your dial thermometer. Wrap your warm palm around the metal stem. Watch the red needle climb as body heat warms it!"

Phase 4: Synthesis & Lab Prep (Min 18–25)

T: "Partner stem: 'When thermal heat increases, the dial goes...' (UP!). Tomorrow: ice water vs warm water submersion lab!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 2 of 4 • Week 2 Day 1 (Engage Guide)

Unit 1 • Part 2 • Week 2 • Day 2 of 5 (25 Minutes) Lesson 2.2: Explore Lab

Unit 1 • Part 2 • Lesson 2.2: Ice vs. Warm Water Submersion Lab

Objective: SWBAT submerge dial thermometers into ice water vs. warm water and record comparative temperature readings.

Lab Setup & Safety Protocol:

1. Cup A (Ice Water): Filled with cold water and ice (32°F).
2. Cup B (Warm Water): Filled with warm tap water (85°F).

3. Handling: Keep cups in center of cafeteria trays.
4. Stem Care: Hold plastic top; submerge stem only.

25-Minute Step-by-Step Teacher Lab Directions Pacing: 0–25 Min

Step 1: Baseline Check (Min 0–4)

T: "Touch outside of Cup A: freezing cold! Touch Cup B: warm! Let's measure exact temperature numbers!"

Step 2: Trial 1 — Ice Water (Min 4–12)

T: "Submerge stem into Cup A. Needle drops to 32 degrees Fahrenheit! Low temperature!"

Step 3: Trial 2 — Warm Water (Min 12–20)

T: "Submerge stem into Cup B. Needle climbs to 85 degrees Fahrenheit! High temperature!"

Step 4: Clean Reset (Min 20–25)

T: "Thermometers on paper towels. What makes the needle rise? Thermal heat! Tomorrow: Frayer word TEMPERATURE."

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 2 of 4 • Week 2 Day 2 (Explore Lab Guide)

Unit 1 • Part 2 • Week 2 • Day 3 of 5 (25 Minutes) Lesson 2.3: Explain

Unit 1 • Part 2 • Lesson 2.3: Adapted Frayer Model — TEMPERATURE

Objective: SWBAT master Tier 3 target word TEMPERATURE using TPR physical motions and Adapted Frayer Model writing.

**Target Word: TEMPERATURE (Tier 3)**Kid-Friendly Definition: "How hot or cold air is." (6 words).

**TPR Motion:**Shiver shoulders shivering cold, then fan face rapidly like hot summer heat.

25-Minute Teacher Instructional Script & Student Actions Pacing: 0–25 Min

Phase 1: Vocabulary Launch & TPR (Min 0–5)

T: "Stand tall! TEM-PER-A-TURE! Shiver cold! Now fan face hot! Temperature is how hot or cold air is!"

Phase 2: Frayer Deep Dive (Boxes 2, 3, 4) (Min 5–13)

T: "Box 3: Real Example! Hot afternoon reaching 90 degrees. Box 4: Non-Example! Measuring rock weight on a balance is MASS, not temperature!"

Phase 3: Box 1 Definition Handwriting on Lines (Min 13–20)

T: "In Box 1, copy definition across lines: 'How hot or cold air is.' Finger space between words!"

Phase 4: Choral Check (Min 20–25)

T: "What does a thermometer measure? All together: 'TEMPERATURE! How hot or cold air is!'"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 2 of 4 • Week 2 Day 3 (Explain Frayer Guide)

Unit 1 • Part 2 • Week 2 • Day 4 of 5 (25 Minutes) Lesson 2.4: Elaborate

Unit 1 • Part 2 • Lesson 2.4: Daily Heat Patterns — Shade vs. Sun Scenario

Objective: SWBAT compare shade vs. direct sunlight temperatures and explain daily air heat changes through partner turn-and-talk.

Playground Heat Scenario:

At 8:00 AM, playground air is cool (55°F). By 1:00 PM, direct sunshine has warmed the blacktop to 80°F. Partners discuss why temperature climbed.

25-Minute Teacher Instructional Script & Student Actions Pacing: 0–25 Min

Phase 1: Scenario Launch (Min 0–5)

T: "Scholars, why is morning chilly but recess warm? Sunlight transferred solar thermal energy all morning!"

Phase 2: Partner Turn-and-Talk (Min 5–14)

Board Starters: • "I predict the temperature will rise at recess because..." • "My evidence is that sunlight transfers thermal heat..."

Student Action: Partner exchange; each scholar speaks twice.

Phase 3: Recording on Lines (Min 14–21)

T: "Write your partner's takeaway on your lines: 'Afternoon temperature rises because sunlight warms outdoor air all morning.'"

Phase 4: Preview (Min 21–25)

T: "Tomorrow: Friday C-E-R writing on thermal energy using our Scientific CER Anchor Chart!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 2 of 4 • Week 2 Day 4 (Elaborate Daily Guide)

Unit 1 • Part 2 • Week 2 • Day 5 of 5 (25 Minutes) Lesson 2.5: Evaluate C-E-R

Unit 1 • Part 2 • Lesson 2.5: Thermal Energy C-E-R Writing & Guided Practice

Objective: SWBAT compose a 3-part scientific explanation (Claim, Evidence, Reasoning) proving that thermal heat increases air temperature using the CER Anchor Chart.

Scientific CER Anchor Chart Reference:

• C (Claim): Sunlight increases air temperature.

• E (Evidence): Dial needle rose from 32°F to 85°F in warm water.

• R (Reasoning): Sun transfers thermal heat into atmosphere.

Teacher Modeling ("I Do"), Guided Practice ("We Do") & Writing ("You Do") 0–25 Min

Phase 1: "I Do" Think-Aloud (Min 0–6)

T: "Inquiry Question: 'Does heat increase water and air temperature?' I use Claim Stem: 'The data shows that...' I write: 'The data shows that adding heat increases temperature.'"

Phase 2: "We Do" Partner Stem Rehearsal (Min 6–13)

T: "Evidence stem: 'When we measured, we found...' Rehearse: 'When we measured, we found the thermometer dial climbed from 32 degrees up to 85 degrees in warm water.'" Whole class chorally repeats.

Phase 3: "You Do" Writing on Lines (Min 13–21)

T: "Write Claim across 4 lines. Write Evidence across 4 lines. Write Takeaway across 4 lines: 'My key takeaway is that temperature measures how hot or cold air is!'"

Phase 4: Oral Defense & Stamp (Min 21–25)

T: "Read aloud to partner! Present for Junior Scientist Stamp!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 2 of 4 • Week 2 Day 5 (Evaluate C-E-R Guide)

Adapted Frayer Model — Tier 3 Vocabulary Mastery Tactile & Gesture Access

1 Kid-Friendly Definition (3–6 Words)

Copy: "How hot or cold air is."

TARGET WORD

TEMPERATURE

[ Tier 3 Science ]

2 Physical Motion / TPR (Pre-Filled)

Shiver shoulders like freezing cold, then fan face rapidly like summer heat.

3 Real-World Example (Pre-Filled)

A hot afternoon where the thermometer dial climbs to 90 degrees Fahrenheit.

4 Non-Example (What it is NOT)

Measuring how heavy a stone is on a balance scale (that is MASS, not temperature).

Uncommon Schools • Learners Lab Science Unit 1 • Part 2 of 4 • Week 2 Day 3 Student Page

UNCOMMON SCHOOLS

Unit 1 • Part 2 of 4 • Earth Watchers

Week 2 • Day 4: Daily Heat Patterns Scenario

Part 2 • Week 2 • Day 4 (Elaborate) Collaborative Application

Name:

Date:

Partner Turn-and-Talk Scenario Challenge Collaborative Talk

Playground Scenario: At 8:00 AM, the school playground air feels cool (55°F). By 1:00 PM recess, sunlight has warmed the blacktop and air to 80°F! Why did the temperature climb?

Board Sentence Starters:

• "I predict the temperature will rise at recess because..."

• "My evidence is that sunlight transfers thermal heat into..."

Partner Discussion Takeaway Recording Writing Lines

Write your partner's explanation of why temperature increases:

Uncommon Schools • Learners Lab Science Unit 1 • Part 2 of 4 • Week 2 Day 4 Student Page

UNCOMMON SCHOOLS

Unit 1 • Part 2 of 4 • Earth Watchers

Week 2 • Day 5: Show What You Know (C-E-R Writing)

Part 2 • Week 2 • Day 5 (Evaluate) CCSS.W.2.2 Mastery

Name:

Date:

Reference Our Scientific CER Anchor Chart: State It (C), Prove It (E), Explain Why (R)! 4 Lines Per Section

Section C: Show What You Know — Scientific Explanation Claim, Evidence & Takeaway

1. Claim (Does heat increase water and air temperature?): Stem: "The data shows that..."

2. Evidence (What did our dial thermometers measure in ice vs. warm water?): Stem: "When we measured, we found..."

3. Key Takeaway / Reasoning (What is temperature?): Stem: "My key takeaway is that..."

Uncommon Schools • Learners Lab Science Unit 1 • Part 2 of 4 • Week 2 Day 5 Student Page

Phase 1: Look & Notice — Sky Cloud Scan (Min 0–5)

T: "Look out our observation window! Do clouds look like solid cotton balls, or floating water? Every cloud is made of billions of microscopic water droplets floating in outside air!"

Phase 2: Video Clip & Condensation Reveal (Min 5–11)

T: "Watch this clip showing water vapor rising, cooling down, and clumping into clouds!"

Video Link: youtube.com/results?search_query=Nasa+How+Do+Clouds+Hold+Water (2:10)

Phase 3: Mini Cloud-in-a-Cup Demonstration (Min 11–18)

T: "Watch as teacher places ice on a warm cup: A tiny cloud of fog forms right inside as vapor hits the cold lid! Touch the lid: tiny water droplets!"

Phase 4: Synthesis & Spoken Frame (Min 18–25)

T: "Partner stem: 'A cloud is made of...' (floating water droplets!). Tomorrow: we build shaving foam clouds!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 3 Day 1 (Engage Guide)

Unit 1 • Part 3 • Week 3 • Day 2 of 5 (25 Minutes) Lesson 3.2: Explore Lab

Unit 1 • Part 3 • Lesson 3.2: Foam Cloud Saturation & Rain Lab

Objective: SWBAT test how many drops of water a shaving cream cloud holds before bursting into rain.

Lab Setup & Safety Protocol:

1. Tumblers: Fill 16 oz clear plastic cup 3/4 with tap water.
2. Foam Layer: Spray 1 inch of white foam shaving cream across water top.

3. Pipettes: Dilute blue food dye in water cups for pipette delivery.
4. Containment: Keep tumblers centered on cafeteria trays.

25-Minute Step-by-Step Teacher Lab DirectionsPacing: 0–25 Min

Step 1: Tray Setup & Hypothesis (Min 0–4)

T: "Your tumbler has clear air water and a white foam cloud on top. Touch the puffy foam gently. When it holds too much water, rain bursts through!"

Step 2: Controlled Droplet Addition (Min 4–15)

Trial: Use pipette to add blue drops onto foam cloud. Count aloud together: "1, 2, 3, 4, 5 drops..." Cloud holds water! Keep counting: "8, 9, 10 drops..." Rain streams burst through!

Step 3: Saturation Data Recording (Min 15–20)

T: "Record your drop count: 'At 10 drops, the cloud was saturated and released rain!' That threshold is saturation."

Step 4: Clean Reset (Min 20–25)

T: "Pipettes in tray cups. When do real clouds rain? When they hold too much water! Tomorrow: Frayer word CLOUD."

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 3 Day 2 (Explore Lab Guide)

Unit 1 • Part 3 • Week 3 • Day 3 of 5 (25 Minutes) Lesson 3.3: Explain

Unit 1 • Part 3 • Lesson 3.3: Adapted Frayer Model — CLOUD

Objective: SWBAT master Tier 3 target word CLOUD using TPR physical motions and Adapted Frayer Model writing.

**Target Word: CLOUD (Tier 3)**Kid-Friendly Definition: "Floating water drops in sky." (5 words).

**TPR Motion:**Curve both arms overhead in a round, puffy cloud shape and gently sway.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Vocabulary Launch & TPR (Min 0–5)

T: "Stand up! Target word: CLOUD! Curve your arms overhead like a round, puffy cloud! Gently sway like floating in the sky!"

Phase 2: Frayer Deep Dive (Boxes 2, 3, 4) (Min 5–13)

T: "Box 3: Real Example! Dark cumulus rain clouds over our school playground. Box 4: Non-Example! A clear blue empty sky is NOT a cloud!"

Phase 3: Box 1 Definition Handwriting on Lines (Min 13–20)

T: "In Box 1, copy our definition across the lines: 'Floating water drops in sky.' Finger space between each word!"

Phase 4: Misconception Check (Min 20–25)

T: "Are clouds solid cotton? (NO!). What are clouds? All together: 'Floating water drops in sky!'"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 3 Day 3 (Explain Frayer Guide)

Unit 1 • Part 3 • Week 3 • Day 4 of 5 (25 Minutes) Lesson 3.4: Elaborate

Unit 1 • Part 3 • Lesson 3.4: Overcast vs. Storm Cloud Scenario Talk

Objective: SWBAT compare light fluffy clouds vs. heavy saturated storm clouds through structured partner dialogue.

Cloud Saturation Scenario:

White wispy clouds drift across the sky without raining. Suddenly, giant charcoal gray clouds roll in and block the sun. Why does the second cloud produce rain? Partners evaluate water weight.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Scenario Challenge Launch (Min 0–5)

T: "Scholars, why do dark gray clouds rain, while light white clouds do not? Dark clouds are PACKED full of heavy water droplets!"

Phase 2: Partner Turn-and-Talk (Min 5–14)

Board Starters: • "I predict the dark cloud will rain because..." • "My evidence is our lab showed heavy water bursts through..."

Phase 3: Dialogue Recording on Lines (Min 14–21)

T: "Write your partner's takeaway on your lines: 'Dark clouds rain because they hold too much heavy water.'"

Phase 4: Synthesis & Preview (Min 21–25)

T: "Tomorrow: Friday C-E-R writing on cloud saturation using our Scientific CER Anchor Chart!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 3 Day 4 (Elaborate Daily Guide)

Unit 1 • Part 3 • Week 3 • Day 5 of 5 (25 Minutes) Lesson 3.5: Evaluate C-E-R

Unit 1 • Part 3 • Lesson 3.5: Cloud Saturation C-E-R Writing & Guided Practice

Objective: SWBAT compose a 3-part scientific explanation (Claim, Evidence, Reasoning) proving that saturated clouds release rain.

Scientific CER Anchor Chart Connection: • Claim: Saturated clouds release falling rain. • Evidence: In our lab, 10 blue drops burst through foam. • Reasoning: Water drops get too heavy to float.

Teacher Modeling ("I Do"), Guided Practice ("We Do") & Writing ("You Do")0–25 Min

Phase 1: "I Do" Think-Aloud (Min 0–6)

T: "Inquiry Question: 'What happens when a cloud gets too full of water?' I use Claim Stem: 'The data shows that...' I write: 'The data shows that heavy saturated clouds release falling rain.'"

Phase 2: "We Do" Partner Rehearsal (Min 6–13)

T: "Evidence stem: 'In our lab test, I observed...' Rehearse: 'In our lab test, I observed blue water burst through the foam cloud after 10 drops!'"

Phase 3: "You Do" Writing (Min 13–21)

T: "Write Claim across 4 lines. Write Evidence across 4 lines. Write Reasoning across 4 lines: 'My key takeaway is that clouds are floating water droplets that rain when full!'"

Phase 4: Oral Defense & Stamp (Min 21–25)

T: "Read aloud to partner! Present workbooks for Junior Scientist Mastery Stamp!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 3 Day 5 (Evaluate C-E-R Guide)

Unit 1 • Part 3 • Week 4 • Day 1 of 5 (25 Minutes) Lesson 4.1: Engage

Unit 1 • Part 3 • Lesson 4.1: Precipitation Forms & Gravity Phenomenon

Objective: SWBAT identify the 4 forms of precipitation (rain, snow, sleet, hail) and observe gravity pulling water downward.

**Target Concept:**4 Forms of Precipitation

**Materials Needed:**Ice cubes, water mister, fake snow

**Video Link:**Search: "SciShow Kids Precipitation"
URL: youtube.com/results?search_query=SciShow+Kids+Precipitation

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Look & Touch — 4 Forms Inspection (Min 0–5)

T: "Touch our 4 samples: Liquid rain drops, cold white snow, crunchy sleet ice, and hard round hail stones! All 4 are PRECIPITATION!"

Phase 2: Video Clip & Atmosphere Temperature (Min 5–11)

T: "Watch how air temperature decides whether falling water is liquid rain or frozen snow."

Video Link: youtube.com/results?search_query=SciShow+Kids+Precipitation (2:30)

Phase 3: Gravity Pull Demonstration (Min 11–18)

T: "Hold water dropper high up. Release 1 drop. What pulls it down? GRAVITY! Gravity pulls all precipitation down from the sky."

Phase 4: Synthesis & Lab Prep (Min 18–25)

T: "Partner stem: 'Precipitation is water that...' (falls from the sky!). Tomorrow: drizzle vs downpour measuring lab!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 4 Day 1 (Engage Guide)

Unit 1 • Part 3 • Week 4 • Day 2 of 5 (25 Minutes) Lesson 4.2: Explore Lab

Unit 1 • Part 3 • Lesson 4.2: Drizzle vs. Downpour Flow Rate Lab

Objective: SWBAT measure water volume differences between a light drizzle (pipette) and heavy downpour (cylinder).

Lab Setup & Safety Protocol:

1. Station A (Drizzle): 3 mL graduated plastic pipettes.
2. Station B (Downpour): 50 mL graduated cylinders with large markings.

3. Water: Tinted light blue with food dye.
4. Spills: Keep paper towels on tray; two hands on cylinders.

25-Minute Step-by-Step Teacher Lab DirectionsPacing: 0–25 Min

Step 1: Calibration & Inspection (Min 0–4)

T: "Today we compare two rainfall rates: Trial 1 is a light drizzle. Trial 2 is a soaking downpour!"

Step 2: Trial 1 vs. Trial 2 (Min 4–15)

Trial 1: Deliver 5 slow drops onto paper plate (1 mL). Trial 2: Pour full beaker stream into cylinder (25 mL)! Water collects fast!

Step 3: Cylinder Measurement (Min 15–20)

T: "Read cylinder line: 25 mL! Heavy downpours bring large water volumes that cause flooding."

Step 4: Clean Reset (Min 20–25)

T: "Empty cylinders into waste bucket. Tomorrow: Frayer word PRECIPITATION."

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 4 Day 2 (Explore Lab Guide)

Unit 1 • Part 3 • Week 4 • Day 3 of 5 (25 Minutes) Lesson 4.3: Explain

Unit 1 • Part 3 • Lesson 4.3: Adapted Frayer Model — PRECIPITATION

Objective: SWBAT master Tier 3 target word PRECIPITATION using TPR physical motions and Adapted Frayer Model writing.

**Target Word: PRECIPITATION (Tier 3)**Kid-Friendly Definition: "Water falling from sky." (4 words).

**TPR Motion:**Wiggle fingers downward from ceiling to table like falling raindrops.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Vocabulary Launch & TPR (Min 0–5)

T: "Stand up! PRE-CIP-I-TA-TION! Wiggle fingers down from high in the sky to the desk! Falling water!"

Phase 2: Frayer Deep Dive (Boxes 2, 3, 4) (Min 5–13)

T: "Box 3: Real Example! Rain falling on the school bus roof. Box 4: Non-Example! Water sitting still inside a cup on your desk is NOT precipitation!"

Phase 3: Box 1 Definition Handwriting on Lines (Min 13–20)

T: "Copy definition in Box 1: 'Water falling from sky.' Solid baseline alignment!"

Phase 4: Choral Check (Min 20–25)

T: "What is precipitation? All together: 'Water falling from sky!'"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 4 Day 3 (Explain Frayer Guide)

Unit 1 • Part 3 • Week 4 • Day 4 of 5 (25 Minutes) Lesson 4.4: Elaborate

Unit 1 • Part 3 • Lesson 4.4: Flash Flood vs. Light Shower Scenario

Objective: SWBAT evaluate how heavy precipitation downpours impact land surfaces through structured partner turn-and-talk.

Heavy Downpour Scenario:

A light 10-minute shower sinks quietly into the soil. But a 3-hour torrential downpour floods the streets and washes away dirt driveways. Partners discuss water volume.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Scenario Launch (Min 0–5)

T: "Scholars, when does water start moving soil? When too much precipitation falls too quickly for the ground to absorb!"

Phase 2: Partner Turn-and-Talk (Min 5–14)

Board Starters: • "I predict heavy precipitation causes floods because..." • "My evidence is our lab showed 25 mL fills up fast..."

Phase 3: Recording on Lines (Min 14–21)

T: "Write your partner's takeaway on your lines: 'Heavy precipitation washes away soil because large water volume overflows.'"

Phase 4: Preview (Min 21–25)

T: "Tomorrow: Friday C-E-R writing using our Scientific CER Anchor Chart!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 4 Day 4 (Elaborate Daily Guide)

Unit 1 • Part 3 • Week 4 • Day 5 of 5 (25 Minutes) Lesson 4.5: Evaluate C-E-R

Unit 1 • Part 3 • Lesson 4.5: Precipitation C-E-R Writing & Guided Practice

Objective: SWBAT compose a 3-part scientific explanation (Claim, Evidence, Reasoning) proving that precipitation rates impact water volume.

Scientific CER Anchor Chart Connection: • Claim: Precipitation falls in different amounts. • Evidence: Pipette drizzle was 1 mL; downpour was 25 mL. • Reasoning: Gravity pulls falling water to Earth.

Teacher Modeling ("I Do"), Guided Practice ("We Do") & Writing ("You Do")0–25 Min

Phase 1: "I Do" Think-Aloud (Min 0–6)

T: "Inquiry Question: 'Does precipitation fall in different amounts?' I use Claim Stem: 'The data shows that...' I write: 'The data shows that precipitation falls in different volume rates.'"

Phase 2: "We Do" Partner Rehearsal (Min 6–13)

T: "Evidence stem: 'When we measured, we found...' Rehearse: 'When we measured, we found the drizzle was 1 mL, but the downpour poured 25 mL into the cylinder.'"

Phase 3: "You Do" Writing (Min 13–21)

T: "Write Claim across 4 lines. Write Evidence across 4 lines. Write Takeaway across 4 lines: 'My key takeaway is that precipitation is water falling from the sky!'"

Phase 4: Oral Defense & Stamp (Min 21–25)

T: "Read aloud to partner! Present for Junior Scientist Stamp!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 4 Day 5 (Evaluate C-E-R Guide)

Unit 1 • Part 3 • Week 5 • Day 1 of 5 (25 Minutes) Lesson 5.1: Engage

Unit 1 • Part 3 • Lesson 5.1: River Channels & Slope Phenomenon

Objective: SWBAT observe how water carves defined channels in land and notice how slope increases water speed.

**Target Concept:**Water Paths & Slope Angle

**Materials Needed:**Brown kinetic sand, elevation blocks, water beakers

**Video Link:**Search: "Nat Geo Kids River Channels"
URL: youtube.com/results?search_query=Nat+Geo+Kids+River+Channels

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Look & Notice — Stream Pan Model (Min 0–5)

T: "Look at this flat pan of sand. When water flows across land, it cuts a groove into dirt—a CHANNEL!"

Phase 2: Video Clip & Canyon Carving (Min 5–11)

T: "Watch mountain rivers rush down steep slopes and carve canyons out of rock!"

Video Link: youtube.com/results?search_query=Nat+Geo+Kids+River+Channels (2:45)

Phase 3: Thumb Channel Carving Trial (Min 11–18)

T: "Press thumb into sand from top to bottom. That groove is a channel! Pour 2 spoons of water: water stays right in the channel!"

Phase 4: Synthesis & Lab Prep (Min 18–25)

T: "Tomorrow: we elevate the stream pan with blocks to test slope speed!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 5 Day 1 (Engage Guide)

Unit 1 • Part 3 • Week 5 • Day 2 of 5 (25 Minutes) Lesson 5.2: Explore Lab

Unit 1 • Part 3 • Lesson 5.2: Stream Pan Slope Velocity Lab

Objective: SWBAT test water speed and channel depth comparing flat slope (0 blocks) vs. steep slope (2 blocks).

Lab Setup & Safety Protocol:

1. Pans: Aluminum stream pans packed with 2 cups kinetic sand.
2. Elevation: Wooden building blocks (2 inches high) under pan end.

3. Water: 1/2 cup room temperature water per trial.
4. Containment: Keep pans on trays to catch runoff water.

25-Minute Step-by-Step Teacher Lab DirectionsPacing: 0–25 Min

Step 1: Baseline Check (Min 0–4)

T: "Trial 1 is a FLAT pan (0 blocks). Trial 2 is a STEEP pan (2 blocks elevated). Let's see which carves faster!"

Step 2: Trial 1 vs. Trial 2 Execution (Min 4–15)

Trial 1: Flat pan water creeps slowly. Trial 2: 2 blocks elevated. Water rushes fast, cutting a 1-inch deep groove!

Step 3: Depth Recording (Min 15–20)

T: "Measure channel depth: Steep pan carved a 1-inch deep groove! High slope means fast water speed!"

Step 4: Clean Reset (Min 20–25)

T: "Pat sand flat. Tomorrow: Frayer word CHANNEL."

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 5 Day 2 (Explore Lab Guide)

Unit 1 • Part 3 • Week 5 • Day 3 of 5 (25 Minutes) Lesson 5.3: Explain

Unit 1 • Part 3 • Lesson 5.3: Adapted Frayer Model — CHANNEL

Objective: SWBAT master Tier 3 target word CHANNEL using TPR physical motions and Adapted Frayer Model writing.

**Target Word: CHANNEL (Tier 3)**Kid-Friendly Definition: "Path water carves in land." (5 words).

**TPR Motion:**Place palms side-by-side and weave forward in a winding river channel motion.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Vocabulary Launch & TPR (Min 0–5)

T: "Target word: CHANNEL! Weave your palms forward like a river cutting through land! River channels!"

Phase 2: Frayer Deep Dive (Boxes 2, 3, 4) (Min 5–13)

T: "Box 3: Real Example! Rushing river water carving a groove through sand. Box 4: Non-Example! A dry flat paved parking lot with zero grooves!"

Phase 3: Box 1 Definition Handwriting on Lines (Min 13–20)

T: "Copy definition: 'Path water carves in land.' Stay between headline and baseline!"

Phase 4: Choral Check (Min 20–25)

T: "What is a channel? All together: 'Path water carves in land!'"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 5 Day 3 (Explain Frayer Guide)

Unit 1 • Part 3 • Week 5 • Day 4 of 5 (25 Minutes) Lesson 5.4: Elaborate

Unit 1 • Part 3 • Lesson 5.4: Mountain Rapids vs. Valley Stream Scenario

Objective: SWBAT evaluate how steep mountain slopes cause rapid channel carving compared to slow valley streams.

Mountain Slope Scenario:

A mountain river rushes down a steep rock slope at high velocity, cutting a deep gorge. In the flat valley, the same river moves slowly and meanders. Partners discuss slope speed.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Scenario Launch (Min 0–5)

T: "Scholars, where does water carve deepest? On steep mountains where gravity pulls it fast!"

Phase 2: Partner Turn-and-Talk (Min 5–14)

Board Starters: • "I predict steep mountain water carves deeper because..." • "My evidence is our stream pan with 2 blocks carved fast..."

Phase 3: Recording on Lines (Min 14–21)

T: "Write your partner's takeaway on your lines: 'Steep slopes make water flow fast and carve deep channels.'"

Phase 4: Preview (Min 21–25)

T: "Tomorrow: Friday C-E-R writing using our Scientific CER Anchor Chart!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 5 Day 4 (Elaborate Daily Guide)

Unit 1 • Part 3 • Week 5 • Day 5 of 5 (25 Minutes) Lesson 5.5: Evaluate C-E-R

Unit 1 • Part 3 • Lesson 5.5: Slope Velocity C-E-R Writing & Guided Practice

Objective: SWBAT compose a 3-part scientific explanation (Claim, Evidence, Reasoning) proving that steep slopes increase water velocity and channel depth.

Scientific CER Anchor Chart Connection: • Claim: Steep slopes make water carve deeper channels. • Evidence: In our pan, 2 blocks elevation created a 1-inch deep groove. • Reasoning: Gravity accelerates water down steep inclines.

Teacher Modeling ("I Do"), Guided Practice ("We Do") & Writing ("You Do")0–25 Min

Phase 1: "I Do" Think-Aloud (Min 0–6)

T: "Inquiry Question: 'Does slope angle change how water carves land?' I use Claim Stem: 'The data shows that...' I write: 'The data shows that steep slopes make water carve deeper channels.'"

Phase 2: "We Do" Partner Rehearsal (Min 6–13)

T: "Evidence stem: 'In our lab test, I observed...' Rehearse: 'In our lab test, I observed fast water carve a 1-inch groove when we used 2 elevation blocks.'"

Phase 3: "You Do" Writing (Min 13–21)

T: "Write Claim across 4 lines. Write Evidence across 4 lines. Write Takeaway across 4 lines: 'My key takeaway is that a channel is the path water carves in land!'"

Phase 4: Oral Defense & Stamp (Min 21–25)

T: "Read aloud to partner! Present workbooks for Junior Scientist Mastery Stamp!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 3 of 4 • Week 5 Day 5 (Evaluate C-E-R Guide)

1Kid-Friendly Definition (3–5 Words)

Copy: "Floating water drops in sky."

TARGET WORD

CLOUD

[ Tier 3 Science ]

2Physical Motion / TPR (Pre-Filled)

Curve both arms overhead in a round puffy cloud shape and gently sway.

3Real-World Example (Pre-Filled)

Dark gray rain clouds gathering over the school playground before recess.

4Non-Example (What it is NOT)

A completely clear blue sky with zero water droplets floating in the air.

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 3 Day 3 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 3 • Day 4: Overcast vs. Storm Cloud Scenario

Part 3 • Week 3 • Day 4 (Elaborate)

Name:

Date:

Partner Turn-and-Talk Scenario ChallengeCollaborative Talk

Scenario: Light white clouds float by without raining. Then giant dark gray clouds roll in and rain pours down! Why does the dark cloud rain? Partners discuss water saturation.

Board Sentence Starters:

• "I predict the dark cloud will rain because..."

• "My evidence is that dark clouds hold too much..."

Partner Discussion Takeaway RecordingWriting Lines

Write your partner's explanation of why saturated clouds rain:

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 3 Day 4 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 3 • Day 5: Show What You Know (C-E-R Writing)

Part 3 • Week 3 • Day 5 (Evaluate)

Name:

Date:

Scientific CER Anchor Chart: State It (C), Prove It (E), Explain Why (R)! 4 Lines Per Section

Section C: Show What You Know — Scientific ExplanationClaim, Evidence & Takeaway

1. Claim (What happens when a cloud gets too full of water?):Stem: "The data shows that..."

2. Evidence (What happened in our foam cloud lab when 10 drops were added?):Stem: "In our lab test, I observed..."

3. Key Takeaway / Reasoning (What is a cloud?):Stem: "My key takeaway is that..."

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 3 Day 5 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 4 • Day 1: Precipitation Forms & Gravity

Part 3 • Week 4 • Day 1 (Engage)

Name:

Date:

Step 1: Look & Notice — 4 Forms of PrecipitationScientific Practice 1

All 4 pictures show water falling from the sky. Circle all 4 forms of precipitation:

RAINLIQUID DROPS

SNOWFROZEN FLAKES

SLEETICE PELLETS

HAILHARD ICE BALLS

Step 2: Ask & Predict — Gravity Pull PredictionScientific Practice 2

**Inquiry Question: "What force pulls water down to Earth from clouds?"**Spoken Frame: "I predict that gravity pulls water downward because..."

Write your full prediction on the lines below:

Day 1 Phenomenon ReflectionMastery Check

Does precipitation fall UP into space, or DOWN toward the ground? Circle one:

DOWN TOWARD GROUND (GRAVITY)

UP INTO SPACE

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 4 Day 1 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 4 • Day 2: Drizzle vs. Downpour Flow Rate Lab

Part 3 • Week 4 • Day 2 (Explore)

Name:

Date:

Step 3: Test & Try — Rainfall Rate TrialsVolume Measurement

| Use pipette to add 5 slow drops onto paper plate. | 1 mL (LOW VOLUME)Gentle moisture | |

Trial 2: Downpour

| Pour full beaker stream into graduated cylinder. | 25 mL (HIGH VOLUME)Heavy flood risk |

Step 4: Record — Precipitation Volume SummaryScientific Practice 3

Compare drizzle vs. downpour volume (Spoken Stem: "A downpour brings more water than a drizzle because..."):

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 4 Day 2 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 4 • Day 3: Adapted Frayer Model (PRECIPITATION)

Part 3 • Week 4 • Day 3 (Explain)

Name:

Date:

Adapted Frayer Model — Tier 3 Vocabulary MasteryTactile & Gesture Access

1Kid-Friendly Definition (3–5 Words)

Copy: "Water falling from sky."

TARGET WORD

PRECIPITATION

[ Tier 3 Science ]

2Physical Motion / TPR (Pre-Filled)

Wiggle fingers downward from high in the sky to the desk like falling rain.

3Real-World Example (Pre-Filled)

Rain, snow, sleet, or hail falling onto streets and grass outside.

4Non-Example (What it is NOT)

Water sitting completely still inside a drinking glass on a kitchen counter.

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 4 Day 3 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 4 • Day 4: Flash Flood vs. Light Shower Scenario

Part 3 • Week 4 • Day 4 (Elaborate)

Name:

Date:

Partner Turn-and-Talk Scenario ChallengeCollaborative Talk

Scenario: A light 10-minute drizzle soaks gently into soil. But a 3-hour heavy downpour overflows the sidewalk and washes away garden dirt! Partners evaluate rainfall volume.

Board Sentence Starters:

• "I predict heavy precipitation causes floods because..."

• "My evidence is our downpour test filled 25 mL fast..."

Partner Discussion Takeaway RecordingWriting Lines

Write your partner's explanation of how precipitation volume impacts land:

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 4 Day 4 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 4 • Day 5: Show What You Know (C-E-R Writing)

Part 3 • Week 4 • Day 5 (Evaluate)

Name:

Date:

Scientific CER Anchor Chart: State It (C), Prove It (E), Explain Why (R)! 4 Lines Per Section

Section C: Show What You Know — Scientific ExplanationClaim, Evidence & Takeaway

1. Claim (Does precipitation fall in different amounts?):Stem: "The data shows that..."

2. Evidence (What did our cylinder measurements show for drizzle vs. downpour?):Stem: "When we measured, we found..."

3. Key Takeaway / Reasoning (What is precipitation?):Stem: "My key takeaway is that..."

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 4 Day 5 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 5 • Day 1: River Channels & Slope Phenomenon

Part 3 • Week 5 • Day 1 (Engage)

Name:

Date:

Step 1: Look & Notice — River Channel ObservationScientific Practice 1

When water flows across dirt and sand, what does it carve? Circle one:

CARVED RIVER CHANNELDEEP GROOVE WATER CUTS IN LAND

FLAT DRY GROUNDZERO WATER GROOVES

Step 2: Ask & Predict — Slope Angle PredictionScientific Practice 2

**Inquiry Question: "Does water flow faster on a flat pan or a steep slope?"**Spoken Frame: "I predict that water on a steep slope will flow..." (faster / slower).

Write your full prediction on the lines below:

Day 1 Phenomenon ReflectionMastery Check

What is the path water carves into soil called? Circle one:

A RIVER CHANNEL

A PAVED HIGHWAY

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 5 Day 1 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 5 • Day 2: Stream Pan Slope Velocity Lab

Part 3 • Week 5 • Day 2 (Explore)

Name:

Date:

Step 3: Test & Try — Slope Angle TrialsVelocity & Depth

| Pour 1/2 cup water at top of flat sand stream pan. | 0.2 INCHES (SHALLOW)Slow flow | |

Steep Pan (2 Blocks)

| Elevate one end with 2 blocks. Pour same water. | 1.0 INCH (DEEP GORGE!)Rushing flow |

Step 4: Record — Channel Velocity SummaryScientific Practice 3

Explain how slope changes channel depth (Spoken Stem: "A steep slope makes water carve deeper channels because..."):

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 5 Day 2 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 5 • Day 3: Adapted Frayer Model (CHANNEL)

Part 3 • Week 5 • Day 3 (Explain)

Name:

Date:

Adapted Frayer Model — Tier 3 Vocabulary MasteryTactile & Gesture Access

1Kid-Friendly Definition (3–5 Words)

Copy: "Path water carves in land."

TARGET WORD

CHANNEL

[ Tier 3 Science ]

2Physical Motion / TPR (Pre-Filled)

Place palms side-by-side and weave forward in a winding river channel motion.

3Real-World Example (Pre-Filled)

A river cutting a deep gorge through red rock canyons in national parks.

4Non-Example (What it is NOT)

A paved asphalt road or dry flat tabletop with zero carved water grooves.

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 5 Day 3 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 5 • Day 4: Mountain Rapids vs. Valley Stream Scenario

Part 3 • Week 5 • Day 4 (Elaborate)

Name:

Date:

Partner Turn-and-Talk Scenario ChallengeCollaborative Talk

Scenario: High in the mountains, a river rushes down steep cliffs and carves a deep canyon. In the flat valley, the water moves slowly. Partners discuss why slope changes water power.

Board Sentence Starters:

• "I predict steep mountain water carves deeper because..."

• "My evidence is that our 2-block pan carved 1 inch..."

Partner Discussion Takeaway RecordingWriting Lines

Write your partner's explanation of how slope impacts channel carving:

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 5 Day 4 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 3 of 4 • Earth Watchers

Week 5 • Day 5: Show What You Know (C-E-R Writing)

Part 3 • Week 5 • Day 5 (Evaluate)

Name:

Date:

Scientific CER Anchor Chart: State It (C), Prove It (E), Explain Why (R)! 4 Lines Per Section

Section C: Show What You Know — Scientific ExplanationClaim, Evidence & Takeaway

1. Claim (Does slope angle change how water carves land?):Stem: "The data shows that..."

2. Evidence (What did our stream pan show when 2 blocks were added?):Stem: "In our lab test, I observed..."

3. Key Takeaway / Reasoning (What is a channel?):Stem: "My key takeaway is that..."

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 3 of 4 • Week 5 Day 5 Student Page

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Look & Notice — Mountain Peak Scan (Min 0–5)

T: "Scholars, look at this tall sand mountain. It stands 4 inches high! What happens when a heavy rainstorm pours on a bare dirt hill with zero trees to protect it? The water washes the dirt down!"

Phase 2: Video Clip & Mudslide Observation (Min 5–11)

T: "Watch the video clip showing rain carving gullies into mountains and carrying mud into rivers below!"

Video Link: youtube.com/results?search_query=Crash+Course+Kids+Erosion (3:10)

Phase 3: Initial Sprinkle Demonstration (Min 11–18)

T: "Watch as teacher sprinkles water on the sand peak: tiny streams carve into the sides! Sand washes into the base!"

Phase 4: Synthesis & Lab Prep (Min 18–25)

T: "Partner stem: 'When rain hits a bare hill, the soil...' (washes down!). Tomorrow: we measure mountain height loss!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 6 Day 1 (Engage Guide)

Unit 1 • Part 4 • Week 6 • Day 2 of 5 (25 Minutes) Lesson 6.2: Explore Lab

Unit 1 • Part 4 • Lesson 6.2: Mountain Sprinkler Erosion & Ruler Lab

Objective: SWBAT sculpt a 4-inch sand mountain, simulate sprinkler rainfall, and measure height erosion with rulers.

Lab Setup & Safety Protocol:

1. Mountain: Pack 3 cups kinetic sand into a 4-inch tall pointed peak in aluminum pan.
2. Sprinkler: Small watering can with fine multi-hole sprinkle head.

3. Measurement: Rulers with large 1-inch block numerals.
4. Containment: Keep pans flat on cafeteria trays to catch runoff water.

25-Minute Step-by-Step Teacher Lab DirectionsPacing: 0–25 Min

Step 1: Baseline Height Measurement (Min 0–5)

T: "Measure your mountain peak before rainfall. Place ruler flat at bottom: exactly 4.0 inches tall!"

Step 2: Sprinkler Rain Simulation (Min 5–14)

Trial: Hold watering can 6 inches above peak. Pour steady sprinkle rain for 15 seconds. Watch: Water carves deep gullies! The sharp peak collapses. Soil washes out into a flat puddle at the bottom!

Step 3: Post-Rainfall Measurement (Min 14–20)

T: "Place ruler at center peak: height shrank from 4.0 inches down to 2.0 inches! The mountain lost 2 inches of soil!"

Step 4: Clean Reset (Min 20–25)

T: "Pour water into drain bucket; reshape sand into block. Tomorrow: Frayer word EROSION."

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 6 Day 2 (Explore Lab Guide)

Unit 1 • Part 4 • Week 6 • Day 3 of 5 (25 Minutes) Lesson 6.3: Explain

Unit 1 • Part 4 • Lesson 6.3: Adapted Frayer Model — EROSION

Objective: SWBAT master Tier 3 target word EROSION using TPR physical motions and Adapted Frayer Model writing.

**Target Word: EROSION (Tier 3)**Kid-Friendly Definition: "Water washing soil away." (4 words).

**TPR Motion:**Sweep flat hands diagonally downward like rushing water washing soil down.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Vocabulary Launch & TPR (Min 0–5)

T: "Stand up! E-RO-SION! Sweep your hands down diagonally! Water washing soil away! EROSION!"

Phase 2: Frayer Deep Dive (Boxes 2, 3, 4) (Min 5–13)

T: "Box 3: Real Example! Rain washing 2 inches of sand down our mountain. Box 4: Non-Example! Piling sand higher into a new mountain is NOT erosion!"

Phase 3: Box 1 Definition Handwriting on Lines (Min 13–20)

T: "Copy definition: 'Water washing soil away.' Touch the headline, midline, and baseline!"

Phase 4: Choral Check (Min 20–25)

T: "What is erosion? All together: 'Water washing soil away!'"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 6 Day 3 (Explain Frayer Guide)

Unit 1 • Part 4 • Week 6 • Day 4 of 5 (25 Minutes) Lesson 6.4: Elaborate

Unit 1 • Part 4 • Lesson 6.4: Hillside Mudslide & Vegetation Talk

Objective: SWBAT evaluate how plant roots protect hillsides from mudslides through structured partner dialogue.

Bare Hill vs. Grassy Hill Scenario:

A bare construction hill collapses into mud after rain. An identical hill covered in thick grass stays solid. Why do plant roots stop erosion? Partners investigate.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Scenario Launch (Min 0–5)

T: "Scholars, why did bare sand wash away so easily? It had no roots to hold it! Plant roots act like natural nets holding dirt together!"

Phase 2: Partner Turn-and-Talk (Min 5–14)

Board Starters: • "I predict bare hills erode because..." • "My evidence is our lab showed water washed away 2 inches..."

Phase 3: Recording on Lines (Min 14–21)

T: "Write your partner's takeaway on your lines: 'Rain causes erosion on bare hills because water washes loose soil down.'"

Phase 4: Preview (Min 21–25)

T: "Tomorrow: Friday C-E-R writing using our Scientific CER Anchor Chart!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 6 Day 4 (Elaborate Daily Guide)

Unit 1 • Part 4 • Week 6 • Day 5 of 5 (25 Minutes) Lesson 6.5: Evaluate C-E-R

Unit 1 • Part 4 • Lesson 6.5: Water Erosion C-E-R Writing & Guided Practice

Objective: SWBAT compose a 3-part scientific explanation (Claim, Evidence, Reasoning) proving that rain washes away bare soil.

Scientific CER Anchor Chart Connection: • Claim: Moving water washes away soil. • Evidence: In our lab, the mountain lost 2 inches of height. • Reasoning: Water erosion changes Earth's land shape.

Teacher Modeling ("I Do"), Guided Practice ("We Do") & Writing ("You Do")0–25 Min

Phase 1: "I Do" Think-Aloud (Min 0–6)

T: "Inquiry Question: 'Does moving water change land shape?' I use Claim Stem: 'The data shows that...' I write: 'The data shows that moving water washes away soil and changes land shape.'"

Phase 2: "We Do" Partner Rehearsal (Min 6–13)

T: "Evidence stem: 'When we measured, we found...' Rehearse: 'When we measured, we found our sand mountain shrank from 4 inches to 2 inches after rainfall!'"

Phase 3: "You Do" Writing on Lines (Min 13–21)

T: "Write Claim across 4 lines. Write Evidence across 4 lines. Write Takeaway across 4 lines: 'My key takeaway is that erosion is water washing soil away!'"

Phase 4: Oral Defense & Stamp (Min 21–25)

T: "Read aloud to partner! Present for Junior Scientist Stamp!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 6 Day 5 (Evaluate C-E-R Guide)

Unit 1 • Part 4 • Week 7 • Day 1 of 5 (25 Minutes) Lesson 7.1: Engage

Unit 1 • Part 4 • Lesson 7.1: Ocean Waves & Shoreline Phenomenon

Objective: SWBAT observe how ocean waves crash against shorelines and describe coastal sand undercut.

**Target Concept:**Wave Force on Shorelines

**Materials:**Basin model, sand shoreline, wave paddle

**Video Link:**Search: "Ocean Waves Coastal Erosion"
URL: youtube.com/results?search_query=Ocean+Waves+Coastal+Erosion

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Look & Notice — Sandy Beach Model (Min 0–5)

T: "Look at our shoreline basin: water sits on one side, and a sandy beach with a toy house sits on the other. What happens when ocean waves crash continuously against the sand?"

Phase 2: Video Clip & Cliff Collapse (Min 5–11)

T: "Watch the video clip showing waves pounding rocky cliffs until loose rock breaks off and crashes into the sea!"

Video Link: youtube.com/results?search_query=Ocean+Waves+Coastal+Erosion (2:50)

Phase 3: Wave Paddle Demonstration (Min 11–18)

T: "Teacher pushes paddle to make 5 waves: look at the base of the beach! The water undercuts the sand, and grains wash into the water!"

Phase 4: Synthesis & Lab Prep (Min 18–25)

T: "Tomorrow: students test wave paddles at their lab stations!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 7 Day 1 (Engage Guide)

Unit 1 • Part 4 • Week 7 • Day 2 of 5 (25 Minutes) Lesson 7.2: Explore Lab

Unit 1 • Part 4 • Lesson 7.2: Coastal Wave Paddle Undercut Lab

Objective: SWBAT test plastic wave paddles in water basins, observe beach undercut, and record sediment displacement.

Lab Setup & Safety Protocol:

1. Basins: Clear plastic basins with 2 cups sand packed on one side (beach).
2. Water: 1 inch of water in deep side of basin.

3. Wave Paddles: Flat plastic paddles held with two hands.
4. Technique: Smooth rhythmic forward pushes; no splashing over rim.

25-Minute Step-by-Step Teacher Lab DirectionsPacing: 0–25 Min

Step 1: Baseline Check (Min 0–4)

T: "Observe calm water: beach cliff stands tall with zero sand moving. Now we generate ocean wave energy!"

Step 2: 10 Wave Paddle Trial (Min 4–15)

Trial: Push paddle gently 10 times. Watch: Waves strike the base of the sand cliff. Water scoops out sand grains from the bottom. Top of cliff collapses and slides into the basin as loose sediment!

Step 3: Sediment Displacement Recording (Min 15–20)

T: "Record what happened to the sand: 'Waves undercut the cliff and washed sand into loose sediment on the basin floor.'"

Step 4: Clean Reset (Min 20–25)

T: "Paddles on paper towels. Tomorrow: Frayer word SEDIMENT."

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 7 Day 2 (Explore Lab Guide)

Unit 1 • Part 4 • Week 7 • Day 3 of 5 (25 Minutes) Lesson 7.3: Explain

Unit 1 • Part 4 • Lesson 7.3: Adapted Frayer Model — SEDIMENT

Objective: SWBAT master Tier 3 target word SEDIMENT using TPR physical motions and Adapted Frayer Model writing.

**Target Word: SEDIMENT (Tier 3)**Kid-Friendly Definition: "Tiny pieces of rock." (4 words).

**TPR Motion:**Rub palms together briskly like tiny sand grains grinding together.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Vocabulary Launch & TPR (Min 0–5)

T: "Stand up! SED-I-MENT! Rub your palms together briskly! Feel that friction? Sand grains rubbing together! Tiny pieces of rock are SEDIMENT!"

Phase 2: Frayer Deep Dive (Boxes 2, 3, 4) (Min 5–13)

T: "Box 3: Real Example! Sand grains washed along the bottom of our water basin. Box 4: Non-Example! A massive solid granite boulder is NOT sediment!"

Phase 3: Box 1 Definition Handwriting on Lines (Min 13–20)

T: "Copy definition in Box 1: 'Tiny pieces of rock.' Finger space between words!"

Phase 4: Choral Check (Min 20–25)

T: "What is sediment? All together: 'Tiny pieces of rock!'"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 7 Day 3 (Explain Frayer Guide)

Unit 1 • Part 4 • Week 7 • Day 4 of 5 (25 Minutes) Lesson 7.4: Elaborate

Unit 1 • Part 4 • Lesson 7.4: Shoreline Recession & Ocean Wave Talk

Objective: SWBAT evaluate how continuous ocean waves move beach sand and cause coastal land loss.

Lighthouse Shoreline Scenario:

A coastal lighthouse was built 100 feet from the water in 1920. Today, waves have eroded the cliff so the lighthouse sits right at the edge of the drop-off. Partners discuss coastal erosion.

25-Minute Teacher Instructional Script & Student ActionsPacing: 0–25 Min

Phase 1: Scenario Launch (Min 0–5)

T: "Scholars, where did the 100 feet of sand go? Ocean waves washed it away as sediment year after year! How can we protect coastal buildings?"

Phase 2: Partner Turn-and-Talk (Min 5–14)

Board Starters: • "I predict waves wash away beaches because..." • "My evidence is our paddle test broke the cliff into sediment..."

Phase 3: Recording on Lines (Min 14–21)

T: "Write your partner's takeaway on your lines: 'Pounding waves erode beaches into sediment and cause coastal land loss.'"

Phase 4: Preview (Min 21–25)

T: "Tomorrow: Friday C-E-R writing using our Scientific CER Anchor Chart!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 7 Day 4 (Elaborate Daily Guide)

Unit 1 • Part 4 • Week 7 • Day 5 of 5 (25 Minutes) Lesson 7.5: Evaluate C-E-R

Unit 1 • Part 4 • Lesson 7.5: Coastal Waves C-E-R Writing & Guided Practice

Objective: SWBAT compose a 3-part scientific explanation (Claim, Evidence, Reasoning) proving that waves erode sand shorelines into sediment.

Scientific CER Anchor Chart Connection: • Claim: Ocean waves wash away coastal cliffs. • Evidence: In our paddle lab, the sand shore undercut and collapsed. • Reasoning: Waves break solid land into tiny sediment grains.

Teacher Modeling ("I Do"), Guided Practice ("We Do") & Writing ("You Do")0–25 Min

Phase 1: "I Do" Think-Aloud (Min 0–6)

T: "Inquiry Question: 'Do ocean waves wash away coastal cliffs?' I use Claim Stem: 'The data shows that...' I write: 'The data shows that pounding ocean waves erode coastal cliffs into sediment.'"

Phase 2: "We Do" Partner Rehearsal (Min 6–13)

T: "Evidence stem: 'In our lab test, I observed...' Rehearse: 'In our lab test, I observed wave paddle motion undercut the sand cliff until it collapsed into the water!'"

Phase 3: "You Do" Writing on Lines (Min 13–21)

T: "Write Claim across 4 lines. Write Evidence across 4 lines. Write Takeaway across 4 lines: 'My key takeaway is that sediment is tiny pieces of rock washed by waves!'"

Phase 4: Oral Defense & Stamp (Min 21–25)

T: "Read aloud to partner! Present for Junior Scientist Stamp!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 7 Day 5 (Evaluate C-E-R Guide)

Unit 1 • Part 4 • Week 8 • Day 1 of 5 (25 Minutes) Workbook Match: Part 4 • Page 11 • MASS

Unit 1 • Part 4: Material Mass Inspection & MASS Frayer

Objective: SWBAT inspect sand, sticks, and stones, define target word MASS, and identify high-mass barriers.

Target Vocabulary: MASS (Tier 3) — "How heavy an object is."

TPR Gesture: Place open palms facing up; weigh hands up and down like a heavy balance scale.

25-Minute Step-by-Step Teacher Directions0–25 Min

Phase 1: Emergency Problem Launch (Min 0–5)

T: "Engineers, surging flood waves threaten our coastal town! Loose sand will collapse. We must find materials with enough HEAVY MASS to absorb wave force!"

Phase 2: Tactile Look & Touch (Min 5–13)

T: "Sample A: sand—crumbly low mass. Sample B: wood stick—light, floats. Sample C: river stone—feel its heavy mass! Heavy stones stay planted in moving water!"

Phase 3: Frayer Model: MASS (Min 13–20)

T: "Balance scale TPR motion! Copy definition in Box 1: 'How heavy an object is.' Heavy river stones have high mass!"

Phase 4: Synthesis on Lines (Min 20–25)

T: "Write on lines: 'River stones have heavy mass to block rushing flood waves.' Tomorrow: interlocking blueprints!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 8 Day 1 (MASS Guide)

Unit 1 • Part 4 • Week 8 • Day 2 of 5 (25 Minutes) Workbook Match: Part 4 • Page 12 • INTERLOCKING

Unit 1 • Part 4: Predict, Blueprint & INTERLOCKING

Objective: SWBAT state hypothesis, define target word INTERLOCKING, and sketch a seawall blueprint with zero gaps.

Target Vocabulary: INTERLOCKING (Tier 3) — "Fitting tightly with no gaps."

TPR Gesture: Clasp fingers of both hands together tightly and pull outward to show they cannot separate.

25-Minute Step-by-Step Teacher Directions0–25 Min

Phase 1: Hypothesis Formulation (Min 0–5)

T: "Inquiry Question: 'Will an interlocking stone seawall keep our house standing when flood waves surge?' Write hypothesis on lines!"

Phase 2: Frayer Model: INTERLOCKING (Min 5–13)

T: "Clasp fingers tight! When stones leave holes, water leaks. When stones INTERLOCK, flat faces touch with zero open gaps! Copy: 'Fitting tightly with no gaps.'"

Phase 3: Blueprint Sketching (Min 13–21)

T: "Draw 8 interlocking stones touching side-by-side right at the water line, 2 inches in front of the Lego house!"

Phase 4: Design Verification (Min 21–25)

T: "Show your partner your blueprint! Teacher verifies zero-gap design. Tomorrow: SURGE TESTING!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 8 Day 2 (INTERLOCKING Guide)

Unit 1 • Part 4 • Week 8 • Day 3 of 5 (25 Minutes) Workbook Match: Part 4 • Page 13 • SURGE

Unit 1 • Part 4: Controlled Surge Testing & SURGE Frayer

Objective: SWBAT master target word SURGE, execute controlled 500 mL surge trials, and measure bluff retention with rulers.

Target Vocabulary: SURGE (Tier 3) — "Sudden strong rush of water."

TPR Gesture: Hold flat palms at chest height; thrust hands forward in a sudden powerful wave burst.

25-Minute Explicit Surge Testing Protocol0–25 Min

Phase 1: Frayer Model: SURGE (Min 0–8)

T: "Thrust hands forward in a wave motion! A SURGE is a sudden strong rush of water! Copy definition in Box 1: 'Sudden strong rush of water.'"

Phase 2: Trial 1 — Bare Sand Cliff (Control) (Min 8–15)

Protocol: Pack 3 cups sand 4" tall. Place Lego house 1.5" behind edge. Pour 500 mL water in 3-second surge. Cliff collapses. House falls. Measure center height: 0.0 inches left.

Phase 3: Trial 2 — Interlocking Seawall (Min 15–21)

Protocol: Rebuild 4" cliff and house. Interlock 8 heavy stones tightly with zero gaps along shoreline. Pour exact same 500 mL surge wave. Stones absorb surge! House safe! Measure: 3.8 inches intact.

Phase 4: Spoken Stem & Reset (Min 21–25)

T: "Write finding: 'The interlocking stone seawall protected our house from the water surge!'"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 8 Day 3 (SURGE Guide)

Unit 1 • Part 4 • Week 8 • Day 4 of 5 (25 Minutes) Workbook Match: Part 4 • Page 14 • SEAWALL

Unit 1 • Part 4: Retention Data & SEAWALL Frayer

Objective: SWBAT record measured erosion retention data, master target word SEAWALL, and write lab conclusions.

Target Vocabulary: SEAWALL (Tier 3) — "Wall blocking flood waves."

TPR Gesture: Lock forearms tight across chest like an armor shield.

25-Minute Step-by-Step Teacher Directions0–25 Min

Phase 1: Ruler Data Audit (Min 0–6)

T: "Review our ruler data: Bare sand lost 100% of height (0 inches). Interlocking stone seawall retained 95% of height (3.8 inches intact)! The seawall stopped erosion!"

Phase 2: Frayer Model: SEAWALL (Min 6–14)

T: "Armor shield TPR gesture! Copy definition: 'Wall blocking flood waves.' Heavy stones absorb wave impact so sand behind stays dry!"

Phase 3: Conclusion Writing on Lines (Min 14–21)

T: "Write conclusion across lines: 'Our interlocking stone seawall stopped the water surge and kept 3.8 inches of cliff intact!'"

Phase 4: Capstone Preview (Min 21–25)

T: "Tomorrow: Unit 1 Grand Finale! We answer the Big Essential Question across 6 lines!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 8 Day 4 (SEAWALL Guide)

Unit 1 • Part 4 • Week 8 • Day 5 of 5 (25 Minutes) Workbook Match: Part 4 • Page 15 • Capstone

Unit 1 • Part 4 • Lesson 8.5: Essential Question Synthesis & Defense

Objective: SWBAT synthesize 8 weeks of Earth science learning to answer the Unit Essential Question across 6 writing lines.

Unit 1 Big Essential Question:

"What is the weather today? How does water shape our land?"

Master Response: "Weather changes outside every day with wind and rain. Moving water shapes Earth's land by carving channels and erosion. Engineers build stone seawalls to protect communities."

25-Minute Capstone Instructional Script0–25 Min

Phase 1: 8-Week Review (Min 0–6)

T: "Scholars, remember: Week 1 tools, Week 2 thermometers, Week 3 clouds, Week 4 precipitation, Week 5 channels, Week 6 mountains, Week 7 waves, Week 8 seawalls! You are true Earth Watchers!"

Phase 2: Board Sentence Frame Modeling (Min 6–12)

T: "Look at our board frames: 'Weather is what outside air is like... Moving water shapes land by carving channels and erosion... Interlocking stone seawalls protect our land!'"

Phase 3: Essential Question Writing across 6 Lines (Min 12–20)

T: "Write your full scientific defense across all 6 lines on Workbook Part 4, Page 15! Complete sentences!"

Phase 4: Junior Scientist Certification Ceremony (Min 20–25)

T: "Read your scientific defense aloud! Teacher stamps workbooks with the Junior Scientist Mastery Seal!"

Learners Lab Science • Unit 1: Earth Watchers Unit 1 • Part 4 of 4 • Week 8 Day 5 (Capstone Synthesis Guide)

1Kid-Friendly Definition (3–5 Words)

Copy: "Water washing soil away."

TARGET WORD

EROSION

[ Tier 3 Science ]

2Physical Motion / TPR (Pre-Filled)

Sweep flat hands diagonally downward like rushing water washing soil down.

3Real-World Example (Pre-Filled)

Rain washing 2 inches of sand down our mountain model into a mud puddle.

4Non-Example (What it is NOT)

Building a sandcastle taller with fresh sand (that is building, NOT erosion).

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 6 Day 3 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 6 • Day 4: Hillside Mudslide & Vegetation Talk

Part 4 • Week 6 • Day 4 (Elaborate)

Name:

Date:

Partner Turn-and-Talk Scenario ChallengeCollaborative Talk

Scenario: A bare dirt construction hill collapses into mud during a heavy rainstorm. But a nearby hill covered in thick grass and trees stays solid! Partners evaluate why plant roots prevent erosion.

Board Sentence Starters:

• "I predict bare hills erode because..."

• "My evidence is that plant roots hold soil like a..."

Partner Discussion Takeaway RecordingWriting Lines

Write your partner's explanation of how plants stop water erosion:

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 6 Day 4 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 6 • Day 5: Show What You Know (C-E-R Writing)

Part 4 • Week 6 • Day 5 (Evaluate)

Name:

Date:

Scientific CER Anchor Chart: State It (C), Prove It (E), Explain Why (R)! 4 Lines Per Section

Section C: Show What You Know — Scientific ExplanationClaim, Evidence & Takeaway

1. Claim (Does moving water change Earth's land shape?):Stem: "The data shows that..."

2. Evidence (What happened to the height of our sand mountain after rain?):Stem: "When we measured, we found..."

3. Key Takeaway / Reasoning (What is erosion?):Stem: "My key takeaway is that..."

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 6 Day 5 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 7 • Day 1: Ocean Waves & Shorelines

Part 4 • Week 7 • Day 1 (Engage)

Name:

Date:

Step 1: Look & Notice — Shoreline Wave ObservationScientific Practice 1

When continuous ocean waves crash against a sandy beach cliff, what happens to the base? Circle one:

WAVES SCOOP SAND AWAYCLIFF UNDERCUTS AND COLLAPSES

CLIFF STAYS ROCK SOLIDZERO SAND WASHES AWAY

Step 2: Ask & Predict — Wave Paddle PredictionScientific Practice 2

**Inquiry Question: "Where does the beach sand go when waves crash?"**Spoken Frame: "I predict that crashing waves pull beach sand into..." (the water / loose sediment).

Write your full prediction on the lines below:

Day 1 Phenomenon ReflectionMastery Check

Do ocean waves protect sand beaches, or do they erode sand shorelines? Circle one:

ERODE SHORELINES INTO SEDIMENT

MAKE BEACHES PERMANENTLY GROW

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 7 Day 1 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 7 • Day 2: Wave Paddle Shoreline Lab

Part 4 • Week 7 • Day 2 (Explore)

Name:

Date:

Step 3: Test & Try — Wave Paddle Basin TrialsWave Action

| Basin water is completely still. Observe beach cliff. | CLIFF STANDS TALLZero erosion | |

10 Wave Pushes

| Push paddle 10 times to send waves crashing into shore. | CLIFF UNDERCUTS!Loose sediment |

Step 4: Record — Shoreline Undercut SummaryScientific Practice 3

Describe what happened to the beach cliff (Spoken Stem: "Wave action undercut the sand cliff until it..."):

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 7 Day 2 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 7 • Day 3: Adapted Frayer Model (SEDIMENT)

Part 4 • Week 7 • Day 3 (Explain)

Name:

Date:

Adapted Frayer Model — Tier 3 Vocabulary MasteryTactile & Gesture Access

1Kid-Friendly Definition (3–5 Words)

Copy: "Tiny pieces of rock."

TARGET WORD

SEDIMENT

[ Tier 3 Science ]

2Physical Motion / TPR (Pre-Filled)

Rub palms together briskly like tiny sand grains grinding against each other.

3Real-World Example (Pre-Filled)

Sand and gravel washed along the shore by ocean waves.

4Non-Example (What it is NOT)

A giant solid granite boulder that cannot be moved by water.

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 7 Day 3 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 7 • Day 4: Shoreline Recession & Ocean Wave Talk

Part 4 • Week 7 • Day 4 (Elaborate)

Name:

Date:

Partner Turn-and-Talk Scenario ChallengeCollaborative Talk

Scenario: A coastal lighthouse was built 100 feet from the ocean water. Over 50 years, ocean waves have pounded the shore until the cliff collapsed right to the doorstep! Partners evaluate how to protect coastal buildings.

Board Sentence Starters:

• "I predict waves wash away beaches because..."

• "My evidence is that our paddle test broke the cliff into..."

Partner Discussion Takeaway RecordingWriting Lines

Write your partner's explanation of how waves wash away coastal cliffs:

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 7 Day 4 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 7 • Day 5: Show What You Know (C-E-R Writing)

Part 4 • Week 7 • Day 5 (Evaluate)

Name:

Date:

Scientific CER Anchor Chart: State It (C), Prove It (E), Explain Why (R)! 4 Lines Per Section

Section C: Show What You Know — Scientific ExplanationClaim, Evidence & Takeaway

1. Claim (Do ocean waves wash away coastal cliffs?):Stem: "The data shows that..."

2. Evidence (What happened in our wave paddle test when 10 waves hit the cliff?):Stem: "In our lab test, I observed..."

3. Key Takeaway / Reasoning (What is sediment?):Stem: "My key takeaway is that..."

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 7 Day 5 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 8 • Day 1: Material Inspection & MASS Frayer

Part 4 • Week 8 • Day 1

Name:

Date:

Section A: Material Inspection & Physical Mass CheckStep 1: Look & Touch

SAND CLIFFCrumbly loose grainsLOW MASS / WASHES

WOOD CRAFT STICKLightweight / floatsLOW MASS / FLOATS

RIVER STONEHeavy solid rockHEAVY MASS / BLOCKS

Section B: Adapted Frayer Model — Target Word: MASSTier 3 Vocabulary

**1. Definition (3-5 Words)**Copy: "How heavy an object is."

WORD

MASS

**2. Motion / TPR (Pre-Filled)**Hold open palms up; weigh hands up and down like a heavy balance scale.

**3. Example (Pre-Filled)**A heavy solid river stone that flood waves cannot push.

**4. Non-Example (Pre-Filled)**A feather-light foam packing peanut easily blown away.

Section C: Physical Mass Observation Lines

Record your finding (Spoken Stem: "I observe that the river stone has heavy mass because..."):

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 8 Day 1 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 8 • Day 2: Predict, Blueprint & INTERLOCKING

Part 4 • Week 8 • Day 2

Name:

Date:

Section A: Hypothesis on Lines

State your hypothesis (Stem: "I predict that an interlocking stone seawall will..."):

Section B: Adapted Frayer Model — Target Word: INTERLOCKINGTier 3 Vocabulary

**1. Definition (3-5 Words)**Copy: "Fitting tightly with no gaps."

WORD

INTERLOCKING

**2. Motion / TPR (Pre-Filled)**Clasp fingers of both hands tightly together and pull outward firmly.

**3. Example (Pre-Filled)**River stones touching side-by-side with zero open spaces for water.

**4. Non-Example (Pre-Filled)**Stones scattered far apart with wide open holes between them.

Section C: Seawall Engineering Blueprint Drawing

Draw your seawall design: Sand cliff, Lego house, and 8 interlocking river stones touching with zero gaps:

[ Student Seawall Blueprint Drawing Space ]

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 8 Day 2 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 8 • Day 3: Controlled Surge Testing & SURGE

Part 4 • Week 8 • Day 3

Name:

Date:

Section A: Explicit Lab Procedure Protocol (Follow Step-by-Step)Testing Routine

Step 1: Cliff Setup: Pack 3 cups kinetic sand 4" tall at pan rear. Place Lego house 1.5" behind cliff edge.

Step 2: Surge Execution: Fill beaker with 500 mL water. Pour in a steady 3-second surge directly at cliff.

Step 3: Measurement: Use ruler to measure remaining cliff height at center point; record inches intact.

Section B: Adapted Frayer Model — Target Word: SURGETier 3 Vocabulary

**1. Definition (3-5 Words)**Copy: "Sudden strong rush of water."

WORD

SURGE

**2. Motion / TPR (Pre-Filled)**Hold flat palms at chest height; thrust hands forward in a sudden powerful wave burst.

**3. Example (Pre-Filled)**A 500 mL rush of flood water crashing into the coastal sand cliff.

**4. Non-Example (Pre-Filled)**A single quiet water droplet dripping slowly from a bathroom faucet.

Section C: Experimental Surge Flood Results

**TRIAL 1: BARE SAND (NO WALL)**CLIFF COLLAPSES (0" LEFT)

TRIAL 2: STONE SEAWALLSEAWALL BLOCKS (3.8" INTACT)

Record your trial finding on the lines below:

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 8 Day 3 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 8 • Day 4: Retention Data & SEAWALL

Part 4 • Week 8 • Day 4

Name:

Date:

Section A: Measured Sand Bluff Retention Results (Center Point Ruler Reading)Ruler Data

**WITHOUT SEAWALL:**Cliff Eroded: 100% | House FellREMAINING HEIGHT: 0.0 INCHES

**WITH INTERLOCKING SEAWALL:**Cliff Retained: 95% | House SafeREMAINING HEIGHT: 3.8 INCHES

Section B: Adapted Frayer Model — Target Word: SEAWALLTier 3 Vocabulary

**1. Definition (3-5 Words)**Copy: "Wall blocking flood waves."

WORD

SEAWALL

**2. Motion / TPR (Pre-Filled)**Lock forearms tight across chest like an armor shield.

**3. Example (Pre-Filled)**Heavy river stones placed along the coastal shoreline.

**4. Non-Example (Pre-Filled)**Loose sand cliff with zero protective rock barriers.

Section C: Experimental Conclusion Lines

State how the stone seawall protected the coastal bluff:

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 8 Day 4 Student Page

UNCOMMON SCHOOLS Learners Lab Science

Unit 1 • Part 4 of 4 • Earth Watchers

Week 8 • Day 5: Essential Question Synthesis & Defense

Part 4 • Week 8 • Day 5 (Capstone)

Name:

Date:

Unit 1 Big Essential Question SynthesisCore Capstone

Big Inquiry Question:

"What is the weather today? How does water shape our land?"

Synthesize your 8 weeks of scientific learning. Write your complete answer using your evidence:

Final Scientific Takeaway Anchor:

"Weather changes outside every day with wind, rain, and temperature. Moving water shapes Earth's land by eroding soil into channels and sediment. Engineers build interlocking stone seawalls to protect communities from water erosion."

Uncommon Schools • Learners Lab ScienceUnit 1 • Part 4 of 4 • Week 8 Day 5 Student Page

Mini-Lesson 1 • Day 1 (15–20 Minutes) Workbook Match: Page 1

Day 1: Step 1 (Look & Notice) — The 5 Senses Exploration

Objective: SWBAT identify the 5 senses body tools, select words from 4 sensory word banks, and write multi-line observations.

Materials Needed to Execute Lesson:

• 8 cafeteria trays • 8 mystery samples (river stone or apple)
• 1 desk call bell (for sound observation test)
• Copies of Junior Scientists Workbook Page 1 (1 per student)
• Visual dual-choice cue cards for para support (Sight, Touch, Sound, Smell)

Teacher Prep Steps (Before Teaching):

1. Place 1 tray with 1 mystery sample centered at each student desk.
2. Test desk bell volume; verify clear ring without startling noise-sensitive scholars.
3. Write the 2 board sentence starters on the front whiteboard.
4. Ensure zero edible/toxic items on trays to reinforce taste safety lock.

15–20 Minute Step-by-Step Teacher Script & Scaffolded Turn-and-Talk Pacing: 0–20 Min

Phase 1: Anchor Chart Launch & 5 Senses Chanting (Min 0–4)

T: "Scholars, eyes on our Scientific Method Anchor Chart! Step 1 is LOOK & NOTICE! How do scientists notice things? With their 5 SENSES! Point to your eyes (SIGHT!), hands (TOUCH!), ears (HEARING!), nose (SMELL!), and tongue (TASTE!). In our science lab, we use our eyes, hands, ears, and nose to observe. Look at our 4 Sensory Word Banks on Workbook Page 1!"

Phase 2: Tactile Mystery Object Examination with Word Banks (Min 4–9)

T: "Examine the object in your tray. Look at our Sight Word Bank: Is it shiny or dull? Look at our Touch Word Bank: Is it smooth, rough, hard, or soft? Look at our Sound Word Bank: Does it make a loud tap or soft thud? Look at our Smell Word Bank: Does it smell earthy, fresh, or odorless? We waft gently!"

🛑 STOP & CHECK FOR UNDERSTANDING (CFU Moment) Cold Call

Teacher Asks: "Class, eyes on me! Which word bank gives us words like 'smooth' and 'rough'? (TOUCH WORD BANK!) And what is our golden laboratory rule about TASTE? (NEVER taste lab items!)"

Phase 3: Scaffolded Partner Turn-and-Talk (Min 9–14)

T: "Knee-to-knee with your partner! Partner A speaks first using words from our Sensory Word Banks. Partner B responds!"

Tier 1: Point to "Shiny" in Sight Bank + say "Looks shiny" with picture card.

Tier 2: "I observe that the object looks shiny and feels smooth."

Tier 3: "My sense of touch proves it is smooth, and when tapped, my ears heard a loud tap."

Phase 4: Workbook Page 1 Recording Across 6 Lines (Min 14–20)

T: "Pick up your pencils. Use words from your 4 Sensory Word Banks to write complete observations across all 6 writing lines in Section D!"

Learners Lab Science • Beginning of Year Mini-Unit Junior Scientists • Page 2 of 7 (Day 1 Lesson Plan)

Mini-Lesson 2 • Day 2 (15–20 Minutes) Workbook Match: Page 2

Day 2: Step 1 (Look & Notice) — Physical Properties vs. Opinions

Objective: SWBAT explicitly distinguish factual physical properties from personal opinions across 5 practice rounds and scaffolded partner talk.

Materials Needed to Execute Lesson:

• 8 wooden 2-inch cubes (hard, smooth, square)
• 8 cellulose kitchen sponges (soft, flexible, bumpy)
• 8 cafeteria trays • Copies of Page 2 (1 per student)
• Class set of dual-choice paddles ("Property" vs. "Opinion")

Teacher Prep Steps (Before Teaching):

1. Pair 1 wooden cube and 1 dry sponge in the center of each station tray.
2. Write the 5 practice words on the board (PRETTY, SMOOTH, COOL, HARD, HEAVY).
3. Pre-cut Property vs. Opinion cards for Tier 1 para cueing.
4. Write the Section D sentence starters on the board.

15–20 Minute Step-by-Step Teacher Script: Scaffolded Turn-and-Talk Pacing: 0–20 Min

Phase 1: Explicit Instruction on Properties vs. Opinions (Min 0–4)

T: "Scholars, hold up a block. 'This block is PRETTY'—is that a property? NO! 'Pretty' is what I feel—that is an OPINION! 'This block is HARD'—is that a property? YES! Touch proves it as a FACT! Today we practice the difference!"

Phase 2: 5 Rapid-Fire Oral Practice Rounds (Min 4–9)

R1: "PRETTY"OPINION

R2: "SMOOTH"PROPERTY

R3: "COOL"OPINION

R4: "HARD"PROPERTY

R5: "HEAVY"PROPERTY

🛑 STOP & CHECK FOR UNDERSTANDING (CFU Moment)

Teacher Asks: "Cold call: [Scholar Name], if someone says 'This sponge is ugly'—is that a property or an opinion? (OPINION!) What IS an actual physical property of the sponge? (IT IS SOFT AND BUMPY!)"

Phase 3: Scaffolded Partner Turn-and-Talk (Min 9–14)

T: "Turn knee-to-knee with your partner! Partner A gives a physical property of the wood block. Partner B gives an opinion!"

Tier 1: Point to "Hard" card = Property; point to "Cool" card = Opinion.

Tier 2: "A physical property is that the block is hard. My opinion is that it is awesome."

Tier 3: "Hardness is a measurable property, but calling it pretty is only an opinion."

Phase 4: Workbook Page 2 Practice Rounds & 4 Lines (Min 14–20)

T: "Open Workbook Page 2. In Section B, circle Property or Opinion for all 6 items. In Section D, write your property sentences across all 4 writing lines!"

Learners Lab Science • Beginning of Year Mini-Unit Junior Scientists • Page 3 of 7 (Day 2 Lesson Plan)

Mini-Lesson 3 • Day 3 (15–20 Minutes) Workbook Match: Page 3

Day 3: Step 2 (Ask & Predict) — Explicitly Teaching "PREDICTION"

Objective: SWBAT master target word PREDICTION (Tier 3 science definition & TPR motion), sort testable questions, and write a hypothesis across guidelines.

Materials Needed to Execute Lesson:

• 1 demo wooden block • 1 demo metal key • 1 clear beaker of water
• Copies of Junior Scientists Workbook Page 3 (1 per student)
• Thumbs Up / Thumbs Down visual response cards for scholars
• Scientific Method Anchor Chart posted at front of room

Teacher Prep Steps (Before Teaching):

1. Turn Scientific Method Anchor Chart to Step 2 (Ask & Predict).
2. Write the 6 practice questions on the board for the rapid-fire check.
3. Write PREDICTION definition on vocabulary board: "A scientific guess based on what your senses noticed."
4. Pre-place Page 3 workbooks on student desks with pencils ready.

15–20 Minute Step-by-Step Teacher Script: Scaffolded Turn-and-Talk Pacing: 0–20 Min

Phase 1: Direct Instruction on "PREDICTION" & TPR (Min 0–4)

T: "Scholars, stand tall! Our target science word today is PREDICTION! Say it: PREDICTION! A prediction is a scientific guess based on physical properties you observed with your senses! Put your hand over your eyes looking forward—then tap your chin! When scientists make a prediction, they state: 'I predict that... because...'"

Phase 2: 6 Rapid-Fire Question Rounds (Min 4–9)

R1: "Key sinks?"TESTABLE (Thumbs Up)

R2: "Water fun?"OPINION (Thumbs Down)

R3: "Sponge absorbs?"TESTABLE (Thumbs Up)

R4: "Blue prettiest?"OPINION (Thumbs Down)

R5: "Stone rolls fast?"TESTABLE (Thumbs Up)

R6: "Rocks cooler?"OPINION (Thumbs Down)

🛑 STOP & CHECK FOR UNDERSTANDING (Prediction CFU)

Teacher Asks: "Cold call: [Scholar Name], what is a PREDICTION? (A scientific guess based on physical properties!) What stem do we use? (I PREDICT THAT... BECAUSE...)"

Phase 3: Scaffolded Partner Turn-and-Talk (Min 9–14)

T: "Turn knee-to-knee with your partner! Rehearse your prediction for tomorrow's sink-or-float water lab!"

Tier 1: Point to "FLOAT" icon for wood block + echo "Block floats".

Tier 2: "I predict that the wooden block will float because it is light."

Tier 3: "I predict that the metal key will sink to the bottom because its mass is heavy."

Phase 4: Workbook Page 3 Definition Copying & Prediction (Min 14–20)

T: "Open Workbook Page 3. In Section B, circle Testable Question or Opinion for all 6 items. In Section C, copy the definition of PREDICTION across our handwriting guidelines. Then in Section D, write your complete prediction!"

Learners Lab Science • Beginning of Year Mini-Unit Junior Scientists • Page 4 of 7 (Day 3 Lesson Plan)

Mini-Lesson 4 • Day 4 (15–20 Minutes) Workbook Match: Page 4

Day 4: Step 3 (Test & Try) — Hands-On Investigation Lab

Objective: SWBAT execute a controlled sink-or-float investigation safely and observe whether evidence confirms predictions across 4 writing lines.

Materials Needed to Execute Lesson:

• 4 clear 12-inch wash basins • 4 wooden blocks (1 per tub)
• 4 solid metal keys or heavy steel bolts • 4 plastic bottle caps
• 4 heavy river stones • 1 roll paper towels • 4 spill trays
• Copies of Junior Scientists Workbook Page 4 (1 per student)

Teacher Prep Steps (Before Teaching):

1. Pre-fill 4 tubs with 3 inches of room-temperature tap water.
2. Set each tub inside a cafeteria tray with folded paper towels ready.
3. Place 4 test items in a small dry bowl next to each tub.
4. Review water safety norms: hands flat on rim until "Test it!" signal.

15–20 Minute Step-by-Step Teacher Script: Scaffolded Turn-and-Talk Pacing: 0–20 Min

Phase 1: Lab Protocol Calibration & Step 3 Anchor (Min 0–3)

T: "Look at Step 3 on our Anchor Chart: TEST & TRY! Scientists test one variable at a time using safe lab tools. Hands flat on trays until teacher signals 'Test it!' Today we test our Day 3 predictions!"

Phase 2: Controlled Testing Trials (Min 3–10)

Trial 1 (Wood Block): "Gently place wood block into water. Release! What does it do? FLOATS on top!"
Trial 2 (Metal Key): "Gently lower metal key into water. Release! What does it do? SINKS to the bottom!"
Trial 3 (Plastic Cap): "Lower plastic cap. Release! FLOATS on surface!"
Trial 4 (River Stone): "Lower river stone. Release! SINKS straight down!"

🛑 STOP & CHECK FOR UNDERSTANDING (CFU Moment)

Teacher Asks: "Stop and check! Did the heavy metal key float or sink? (SANK!) Did the test result match your Day 3 prediction?"

3 Phase 3: Scaffolded Partner Turn-and-Talk (Min 10–14) 4 Min

T: "Turn knee-to-knee with your partner! Compare your trial results on Workbook Page 4!"

Tier 1: Point to visual test photo on Page 7 + echo "Wood floated."

Tier 2: "During our lab test, the wooden block floated and the metal key sank."

Tier 3: "The evidence confirmed my prediction because the heavy key sank directly to the bottom."

Phase 4: Station Reset & 4 Writing Lines (Min 14–20)

T: "Remove objects onto paper towels. On Workbook Page 4, write your trial summary across all 4 writing lines in Section C!"

Learners Lab Science • Beginning of Year Mini-Unit Junior Scientists • Page 5 of 7 (Day 4 Lesson Plan)

Mini-Lesson 5 • Day 5 (15–20 Minutes) Workbook Match: Page 5

Day 5: Step 4 (Record & Share) — C-E-R Writing & Certification

Objective: SWBAT write a 3-part scientific explanation (Claim, Evidence, Reasoning) across expanded 4-line prompts and earn their Junior Scientist Badge.

Materials Needed to Execute Lesson:

• Copies of Junior Scientists Workbook Page 5 (1 per student)
• Scientific CER Anchor Chart posted at front of room
• 1 Teacher "Junior Scientist Mastery Stamp" or star stickers
• 1 gold or colorful grading marker • 1 demo block & key

Teacher Prep Steps (Before Teaching):

1. Post CER Anchor Chart with color-coded stems highlighted.
2. Write the 3 modeled C-E-R sentence frames on the front board.
3. Prepare the official Junior Scientist Mastery Stamp and ink pad.
4. Set student desks in knee-to-knee partner pairs for oral defense.

15–20 Minute Step-by-Step Teacher Script: Scaffolded Turn-and-Talk Pacing: 0–20 Min

Phase 1: "I Do" Teacher Modeling — Claim (Min 0–4)

T: "Scientists share their findings! Step 4 is RECORD & SHARE! Watch my model: Our question was: 'Do all objects float in water?' My CLAIM: 'The data shows that some objects float and some sink.' Direct answer!"

🛑 STOP & CHECK FOR UNDERSTANDING (C-E-R Oral Check)

Teacher Asks: "What are the 3 parts of our explanation on our CER chart? All together! (CLAIM, EVIDENCE, REASONING!) Which part states what happened? (CLAIM!) Which part proves it with data? (EVIDENCE!)"

3 Phase 3: Scaffolded Partner Turn-and-Talk — Oral Defense (Min 4–9) 5 Min

T: "Knee-to-knee with your partner! Rehearse your Claim and Evidence aloud before writing!"

Tier 1: Point to Page 7 visual test photos: "The wood floated. The key sank."

Tier 2: "The data shows that some objects float. In our lab test, I observed the wood block float and the key sink."

Tier 3: "My evidence proves objects with light properties float, while heavy metal objects sink to the bottom."

Phase 4: C-E-R Writing on 4 Lines & Certification (Min 9–20)

T: "Open Workbook Page 5. You have 4 writing lines for Claim, 4 writing lines for Evidence, and 4 writing lines for Takeaway. Bring your finished workbook up to receive your official Junior Scientist Stamp!"

Learners Lab Science • Beginning of Year Mini-Unit Junior Scientists • Page 6 of 7 (Day 5 Lesson Plan)

LEARNERS LAB SCIENCE Instructional Appendix

Paraprofessional Resource

Visual Test Photo Cards: Sink vs. Float Investigation

High-Contrast Printable Cue Cards for Tier 1 Non-Verbal & Emerging Verbal Scholars (Cut & Present)

Paraprofessional Facilitation Protocol: Tier 1 Support

Cut along dashed borders and laminate these 4 high-contrast test photos. During Day 4 (Test & Try) and Day 5 (Record & Share) partner turn-and-talk, place the paired cards in front of scholars. Prompt scholar to point to the card that matches what happened in the water tub, then repeat the spoken sentence frame aloud.

TEST PHOTO 1: WOOD BLOCK FLOATS

WATER SURFACE LEVEL

WOOD

STAYS AT SURFACE

"The wooden block FLOATS on top."

TEST PHOTO 2: METAL KEY SINKS

WATER SURFACE LEVEL

FALLS TO BOTTOM

KEY

"The metal key SINKS to the bottom."

TEST PHOTO 3: PLASTIC CAP FLOATS

WATER SURFACE LEVEL

CAP

FLOATS BUOYANT

"The plastic cap FLOATS on top."

TEST PHOTO 4: RIVER STONE SINKS

WATER SURFACE LEVEL

HEAVY MASS DROPS

STONE

"The river stone SINKS to the bottom."

Partner Communication Strip (Cut & Tape to Desk):

WOOD BLOCK FLOATS ON TOP

METAL KEY SINKS TO BOTTOM

Learners Lab Science • Beginning of Year Mini-Unit Junior Scientists • Page 7 of 7 (Visual Test Cards & Photos)

4. "HARD"

PROPERTY OPINION

5. "UGLY"

PROPERTY OPINION

6. "HEAVY"

PROPERTY OPINION

Section C: Testing Physical Properties & Property Word Bank Factual Properties

Property Word Bank: hard, soft, smooth, bumpy, flat, flexible, square, rigid, solid

Section D: Property vs. Opinion Explanation

• Starter 1 (Property):"One physical property of the wooden block is that it is..."

• Starter 2 (Opinion):"Saying the block is pretty is an opinion because..."

Uncommon Schools • Learners Lab Science Junior Scientists Mini-Unit • Day 2 Student Page

UNCOMMON SCHOOLS

Learners Lab Science Beginning of Year Mini-Unit

Step 2: Ask & Predict

Day 3: Ask & Predict — Explicitly Teaching "PREDICTION"

Name:

Date:

TARGET VOCABULARY: PREDICTION (Tier 3 Science Word) Vocabulary Anchor

Kid-Friendly Definition:

"A scientific guess about what will happen, based on what your senses noticed."

Physical Motion / TPR:

Hand over brow looking forward, then tap chin: "Observed Properties + Thinking = PREDICTION!"

Section B: Multiple Practice Rounds — Testable Question or Opinion? (Circle One) 6 Rounds

1. "Will a metal key sink in water?"

TESTABLE OPINION

2. "Is water fun to splash?"

TESTABLE OPINION

3. "Does a sponge absorb water?"

TESTABLE OPINION

4. "Is blue the prettiest color?"

TESTABLE OPINION

5. "Will a heavy stone roll faster?"

TESTABLE OPINION

6. "Are rocks cooler than sponges?"

TESTABLE OPINION

Section C: Write the Definition of PREDICTION Definition Writing

Copy the definition of PREDICTION across the guidelines:

Definition: "A scientific guess based on what your senses noticed."

Section D: Write Your Scientific Prediction

Word Bank: float, sink, surface, bottom, heavy, light

Starter: "I predict that the wooden block will..."

Uncommon Schools • Learners Lab Science Junior Scientists Mini-Unit • Day 3 Student Page

UNCOMMON SCHOOLS

Learners Lab Science Beginning of Year Mini-Unit

Step 3: Test & Try

Day 4: Test & Try — Hands-On Float or Sink Lab

Name:

Date:

Section A: Water Basin Investigation Trials (Circle Test Result) Controlled Trials

Investigation Word Bank: floated, sank, water surface, tub bottom, buoyant, heavy metal, light wood

Section C: Trial Observation Summary

• Sentence Starter: "In our lab test, I observed that the wooden block floated, but the metal key..."

Uncommon Schools • Learners Lab Science Junior Scientists Mini-Unit • Day 4 Student Page

UNCOMMON SCHOOLS

Learners Lab Science Beginning of Year Mini-Unit

Step 4: Record & Share

Day 5: Record & Share — C-E-R Writing & Certification

Name:

Date:

Section C: Scientific Explanation (Claim, Evidence, Reasoning) CCSS.W.2.2 Mastery

1. Claim (Do all objects float in water?): Stem: "The data shows that..."

2. Evidence (What happened to the wood block vs. metal key in our test?): Stem: "In our lab test, I observed..."

3. Key Takeaway / Reasoning (How do scientists investigate questions?): Stem: "My key takeaway is that..."

OFFICIAL JUNIOR SCIENTIST CERTIFICATION

This scholar has mastered the 4-step scientific method: Look & Notice, Ask & Predict, Test & Try, Record & Share!

[ Teacher Stamp ]

Uncommon Schools • Learners Lab Science Junior Scientists Mini-Unit • Day 5 Student Page

Unit 3: Force Play Supplies

Projects 1 & 2

Heavy Paper Dinner Plates (Uncoated / Chinet) 1 pack (20–25 ct)

Grocery • Rigid rim keeps ball & paint contained Units 1 & 3 shared

Steel Ball Bearings (1/2-inch) or Washers 6–8 count

Hardware / Science • 1 ball per student + spares Proj 1: Magnetic Painting

Washable Tempera Paint (Assorted Colors) 4 small bottles (8 oz)

Craft / School • Red, Yellow, Blue, Black Units 1 & 3 shared

Die-Cast Toy Cars / Textured Tread Trucks 6 vehicles (1 per student)

Toy / Dollar Store • Chunky deep tire grooves Proj 2: Tire Track Prints

White Butcher Paper Roll (18-inch) 1 roll (50 ft)

Office / School Supply • 6 individual rolling tracks Proj 2: Ramp Rolling

Shallow Foam / Plastic Paint Inking Trays 3–4 trays

Dollar Store • Shared 1 tray per 2 partner pairs Proj 2: Tire Track Prints

Unit 4: Life Explorers Supplies

Projects 1 & 2

Assorted Real Fallen Leaves (Raised Veins) 15–18 leaves

Outdoor Collection • 2–3 leaves per student Proj 1: Leaf Frottage

Dried Legumes (Lima Beans, Lentils, Split Peas) 1 bag mixed (16 oz)

Grocery • Ample supply for 6 seed mosaics Proj 2: Seed Mosaic

Green Craft Yarn (4-ply acrylic) 1 skein (small)

Craft / Dollar Store • Pre-cut 2-inch root strands Proj 2: Sprout Collage

Liquid Washable School Glue & Glue Sticks 3 bottles & 6 sticks

Classroom Stock • 1 stick per student + shared liquid Proj 2: Seed Mosaic

Tracing Paper / Light Copy Paper 1 pack (25–30 sheets)

Office / School Supply • High-contrast leaf rubbings Proj 1: Plant Anatomy

Universal Reusable Tools (6-Student Cohort)

Reusable All Year

Heavy Plastic Cafeteria / Mess Trays 6 trays (1 per student)

Food Service / School • Essential spill & mess containment Units 1–4

Classroom Magnetic Wands 6 wands (1 per student)

Science Supply • Durable plastic handle magnetic wands Unit 3

Silicone Kid Tongs or Spoons 6 pairs (1 per student)

Kitchen / Dollar Store • Cold tactile ice cube handling Unit 2

Rain Gutter Ramp or Heavy Incline Board 1–2 ramps (3–4 ft)

Hardware / Salvage • Smooth plastic gutter section Unit 3

6-Student Storage Bin Setup

Label 4 clear 6-quart totes: "Art Unit 1" through "Art Unit 4". Pre-portion individual student kits into 6 labeled gallon zipper bags at the start of each unit.

Zero Sink Clean-Up Protocol

The 6 individual cafeteria trays contain all paint, sand, and foam spills. Trays are wiped clean with wipes into wastebaskets; dry student projects go directly to drying rack.

Curriculum Map Alignment

Matches Learners Lab Science Art Addendum (Material ID: 570902). Scaled for 1 teacher + 1 paraprofessional facilitating 6 adapted learners.

Learners Lab Science • Art Integration Procurement & Inventory Manifest Class Roster: 6 Students • Scaled Purchase Checklist • Black & White Print Ready