Students will describe character traits of different roles of people in their families and their school. They will discuss their individual rights, how people make rules, and how those decisions are made for their families and their school. At the end of the unit, the class will a mission statement the class will follow throughout the school year.

Students will learn weather is a combination of sunlight, wind, snow or rain, and temperature in a

particular region at a particular time. People measure these conditions to describe and record the weather and to

notice patterns over time.

Students will be able to explain the roles and responsibilities of people in the government and why cities have laws. Students will also learn and discuss how to create peaceful resolutions to different disputes.

Students will start by dissecting seeds to look at and graph their growth. They will then look at a meal worm life cycle, making observations and graphing what each stage looks like. Students will then create a 3-D visual of a life cycle. Last, they will research a life cycle of various organisms.

Students will look at how animals interact with one another using pasta noodles to simulate gathering food. They will then do an activity called Strength in Numbers.

Students will look at their physical features and compare traits. They will compare this to plants traits. Last, they will look at how dogs bred together have a combination of traits.

Students look at layers to see what events affect core payers of the earth.

They then tell a story surrounding their rock layer model by describing the fossil and the story it tells.

Students learn about how weather breaks down land using sugar cubes and water and the effects of waves on a beach using sand, water and objects in a tub. They then look at wind erosion. Their PBL looks at the affect of an erosion problem of water over hilly farmland and wind over flat farmland.

Students look at how plants and animals affect our environment. They will then create a public service announcement about how an invasive species can affect the environment.

Why are there more earthquakes in certain places?

Last, they will look at how earthquakes are predicted and the affect they have on the land.

Students explore what plants need to grow. They then observe seeds growth only using air and water. They then problem solve how to create a plant that will survive in the Arctic.

Students become a live model of a food web. They then look at how the energy in common foods originally came from the sun. Students then create a landscape plan that will attract insects, plants and animal wildlife to balance the ecosystem.

Students start by writing about the basic needs of a pet. They then create a 3-D model of the environment for an animal. They then do a PBL to research the solution to preserving the habitat of an endangered species.

Why would adding a new fish to an aquarium cause the other fish to become sick?

They look at omnivores, carnivores and herbivores and what happens when one of those populations increases. Last, they create a blueprint to help contain an increasing population of pythons.