Goal: To help students learn how to develop a hypothesis and create an experiment to test it. Ojectives: 1. Students will examine a diagram to try and determine which of 4 cisterns will be filled with water first using pipes that are used to fill them. 2. Based on observation and critical thinking each student will create a hypothesis, then team up with students with the same theory of the problem. 3. Students will work in groups based on their hypotheses to create 3D versions of the drawings to test their hypotheses. 4. Students will discuss their findings with the entire class and share how they came to their conclusion. 5. Students will revise their hypothesis based on the results of their experiments and class discussion. *6. Students will follow up the discussion by following links online to see various approaches to the problem. *7. Students will tackle problems related to the topic to use mathematics to find solutions. *Grades 6 and 7, 4-7 gifted only Materials Needed (Grades K-3, Special Education Middle School): 1. Milk cartons 2. Straws 3. 1 liter bottles half full of water Materials Needed (Grades 4-7, Special Education High School): 1. 1 or 2 liter bottle 2. Straws 4. Plastic water pitchers THIS RESOURCE ALSO INCLUDES A FLIPPED CLASSROOM ACTIVITY

Inspired by Pokémon Go's use of maps, this curriculum gets students coming back to school this fall outside observing nature. The curriculum activities can be used at all grade levels and for all abilities. It includes school activities, as well as flipped classroom activities at home. Goal To teach observation, investigation, and presentation skills using integrated curricula to become more aware of natural phenomena in neighborhood and school environments and how to use science, math, geography, and oral/written descriptive language to study, record, and share environmental information and understanding. Objectives: 1. Students will observe natural phenomena (birds, trees, and in SchoolZone and MyZone). 2. Students will record information collected and synthesize through scientific thinking based on observation, research, inquiry, and presentation. 3. Students will work in pairs/groups to record, assess, and synthesize data, using research and observations made during investigations of their natural environments.

As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This program will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR GIRLS' SCHOOLS AND AFTER SCHOOL PROGRAMS FOR GIRLS Let Girls Learn STEM: Elementary Science States of Matter: This science lesson is for young students and older students with special needs. Ice, Water, and Steam Goal: Students will learn about the states of matter through observation and engagement. Objective: Students will physically interact with matter at three different states - solid, liquid, and gas - by identifying snow or ice as a solid, water from melted snow or ice as a liquid, and steam from melted snow or ice as a gas. Outcomes: 1. Student provide information to create a concept map on a white board or other display area showing the three states of matter, using the students’ pictures and/or photographs, and images from the video. 2. Students work collaboratively in small groups or pairs using their collective pictures/photos showing the states of matter to create a “states of matter” timeline. 3. Students make their own picture or video books referring to the concept map and their group discussion timeline.

As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This programme will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR SCHOOLS FOR GIRLS AND OTHER EDUCATIONAL PROGRAMS SPECIFICALLY FOR GIRLS Goal: Students will learn how to develop an hypothesis and create an engineering investigation to solve a hypothetical problem. Objectives: 1. Students working in one of two groups will follow the steps in engineering design/experimentation to create an hypothesis regarding the use of limestone vs. concrete to create blocks to be used in building miniature pyramids. 2. After learning how to mix limestone or concrete (depending on group), students working with either limestone or concrete will follow the steps in engineering design. 3. Students will build miniature pyramids using either limestone or concrete. 4. Students will test their pyramids' ability to withstand strong winds, sandstorms, and torrential rains using simulation. 5. Students will determine whether concrete or limestone were most likely used to build the Egyptian pyramids by using both to create mini-blocks and using them to create pyramids. 6. Students will record results using charts and anecdotal records. 7. Students will complete engineering a solution by working as a class by designing and building a prototype pyramid that can withstand salt water and aquatic conditions for the future scenario.

This hands-on activity allows students at all grade levels and abilities to explore concepts of buoyancy by attempting to submerge a small object in a water bottle. Discovery should be supported by guided inquiry and open-ended questions to scaffold understanding and learning. Once the students are done exploring and sharing their discoveries, reflecting on what they learned and asking questions about what they did not learn, a video showing how the experiment works will be shown and students will get an opportunity to view it. There is also a detailed explanation of this experiment and a diagram illustrating how to conduct it for further study of the scientific concepts involved. Additional video links showing how to build a submarine in Minecraft and similar videos are also included for older and/or more advanced/tech savvy students. Technology needed include a whiteboard, students cell phones for taking videos and sharing them using the KlipMix app, as well as Skype if collaborating with another class. Performance assessments are embedded in the activities in the form of reviews and using inquiry and open-ended questions to assess understanding.