Teaser Front Page

Blossom and Root Level 4 Early Teaser

Please note: This is an early teaser for our Level 4 language arts and science curriculum. It is not a complete sample. A complete sample will be released by July 20th, 2020, and will be posted to our fourth grade page on our website at https:// blossomandroot.com/fourth-grade/. Please read the notes below carefully before scrolling through the teaser.

• This teaser includes a sneak peek at our Level 4 language arts lesson guide and student notebook. If you’ve used Blossom and Root elementary language arts in the past, you will notice that the lesson guide is organized diﬀerently than the parent guides in previous levels. Level 4 is a transitional year for our language arts curriculum, during which the parent will begin to hand oﬀ more independent work to their child if they are ready. The language arts lesson guide is meant to be used by both the parent and the student, as a team.

• The complete language arts sample will include more of the pages at the beginning of the lesson guide, which explain this transitional phase, and how to use the lesson guide together. The complete sample will also include a sample of the Super Secret Notebook Guide, the primary creative writing tool employed in Level 4.

• This teaser includes a sneak peek at our Level 4 science parent guide. The complete sample will also include samples of the laboratory guide and student notebook. Unlike the Level 4 language arts, Level 4 science is not meant to be used independently.

• The complete sample will also include samples of Level 4 art and nature study.

• By July 20th, we will post the complete samples at https://blossomandroot.com/ fourth-grade/. We will also post a full scope and sequence for Level 4, a release timeline for each piece of Level 4 in August, and links to the pre-sale listings in our store. It will explain the pre-sale process in detail.

If possible, please hold oﬀ on questions until we release the complete sample. We will provide a lot of additional information at that time that will likely answer many of the questions you may have. We are really excited for Level 4 and anxious to get the complete sample out as quickly as possible. In the meantime, we hope you enjoy the teaser!

Kristina Garner

Blossom and Root Home Education BLOSSOM & ROOT

I N T E G R A T E D L A N G U A G E A R T S / / L E V E L 4 Heroes & Myths

L E S S O N G U I D E

L E V E L 4

Integrating Creativity, Geography, Reading, and Writing with Mythology and the Hero's Journey www.blossomandroot.com

Cover image: Royalty-free stock photo ID: 1209101485 Blossom & Root

Integrated Language Arts, Level 4: Heroes & Myths

A Complete, Hands-On Language Arts Curriculum

Blossom & Root Integrated Language Arts Level 4: Heroes and Myths By Kristina Garner - www.blossomandroot.com

Find Us on the Web at https://www.blossomandroot.com C o n t e n t s Weeks 1 - 4 Mrs. Frisby and the Rats of NIMH by Robert C. O'Brien

5 - 8 Greek Mythology Recommended Spine: A Child's Introduction to Greek Mythology by Heather Alexander Optional Companion Book: The Lightning Thief (Percy Jackson and the Olympians Book One) by Rick Riordan

9 - 12 Echo Mountain by Lauren Wolk

13 - 16 Ramayana: Divine Loophole by Sanjay Patel

17 - 18 Finding Langston by Lesa Cline-Ransome

19 - 22 Tristan Strong Punches a Hole in the Sky by Kwame Mbalia

23 - 24 They Call Me Güero: A Border Kid's Poems by David Bowles

25 - 28 A Wrinkle in Time by Madeleine L'Engle

29 - 32 Norse Mythology Recommended Spine: D'Aulaire's Book of Norse Myths by Ingri D'Aulaire and Edgar Parin D'Aulaire Optional Companion Book: Odd and the Frost Giants by Neil Gaiman

33 - 36 A Wish in the Dark by Christina Soontornvat

13 - 24 Poetry (Required): Poetry for Young People: Langston Hughes edited by David Roessel and Arnold Rampersad (required)

1 - 12; 25 Poetry (Optional): Poetry for Kids: Emily Dickinson edited by Susan Snively, PhD - 36 (optional); Hip Hop Speaks to Children: A Celebration of Poetry with a Beat by Nikki Giovanni (optional)

All Geography (Optional): Cooking Class Global Feast!: 44 Recipes That Celebrate the World’s Cultures by Deanna F. Cook (or any other resource for recipes around the world, online or in book format) Week No. 1: Mrs. Frisby & the Rats of NIMH

Literature Selections to Read This Week: Read from “The Sickness of Timothy Frisby” to the end of “The Owl” in Robert C. O'Brien's Mrs. Frisby and the Rats of NIMH. Try to start the selection at the beginning of Day 1 and finish it by the end of Day 3.

Optional Poetry Selection(s) to Read This Week: Read “It’s All I Have to Bring Today” and “I’m Nobody! Who Are You?” by Emily Dickinson.

Day 1

In the student notebook, complete the journal prompt: "What is a Hero?" Read the full prompt in the student notebook, then write and illustrate your response.

Elements of Story: Introducing the Hero's Journey (read the passage below, or ask an adult to read it to you)

During many of our literature units this year, we're going to be exploring a kind of story called the Hero's Journey. Many stories, movies, and plays follow a Hero's Journey model. Stories that use this model all have key elements in common. During our unit on Mrs. Frisby and the Rats of NIMH, you will be introduced to each of these elements. You should know that some lists of the Hero's Journey stages look slightly different from others, but they all contain the same elements, more or less.

All Hero's Journey stories have a hero. The hero is usually the main character of the story. All of the action in the story usually happens to the hero, or because of the hero. Who do you think the hero is in our first book, Mrs. Frisby and the Rats of NIMH?

The first stage of the Hero's Journey is called The Ordinary World. We meet our hero in this first stage, and get a glimpse into their normal, everyday life. Nothing has really happened yet--the hero is just going about their normal day in their normal world. This stage is often very short in the story.

The second stage of the Hero's Journey is called The Call to Adventure. In this stage, the hero is suddenly confronted with a problem or situation that cannot be ignored. This problem or situation will require them to leave their normal, everyday world in order to solve or correct it. What problem arises at the beginning of Mrs. Frisby and the Rats of NIMH that cannot be ignored?

Complete the literature project: "Mrs. Frisby's Ordinary World" Paint or draw a picture of an ordinary morning in the Frisby house. You could also use LEGO bricks or other toys to set up a scene of a typical morning in the "ordinary world" of Mrs. Frisby and her children.

Optional Independent reading for 30 minutes or more Week No. 1: Mrs. Frisby & the Rats of NIMH

Day 2

In the student notebook, complete the word list: Reviewing Concepts from Year 3 Read the list and practice passage out loud to an adult. This week, you will simply read some words we've covered in previous levels. Don't worry if you don't know them all. If you get stuck on a word, just mark it and review it again later in the week.

In the student notebook, complete the copywork page. Be sure to complete the grammar prompt at the top of the page first, then copy the passage (or a portion of the passage) in your best printing below. Parents: Cursive copywork passages can be found in the Cursive Copywork and Dictation Passages PDF.

Optional Independent Reading for 30 minutes or more

Day 3

In the student notebook, complete the vocabulary page: Use some, or all, of the words in the word bank to create a labeled illustration, original sentence, poem, meme, joke, rap, song lyric, etc. Use the provided hints in the student notebook or a dictionary to figure out what each word means first. This week's words: rancid, hermit, tonic, nimble.

Review weekly word list if needed

Optional Complete the prompt for week 1 in the Super Secret Notebook Guide

Optional Independent Reading for 30 minutes or more

Day 4

In the student notebook, complete the narration page. Illustrate and retell an event from this week's literature selection.

Optional In the student notebook, complete the dictation exercise. Ask an adult to read the dictation passage in this guide out loud to you a few times, slowly and clearly. As you listen, copy the passage onto the dictation page in your notebook. When you are finished, use the dictation passage in this guide to check your work. Correct any spelling, punctuation, or grammar mistakes as needed.

Review weekly word list if needed

Optional Independent Reading for 30 minutes or more Week No. 1: Mrs. Frisby & the Rats of NIMH

Dictation Passage (optional)

She gripped the feathers on his back, felt the beat of his powerful black wings, felt a dizzying surge upward, and tightly shut her eyes.

Parents: Cursive copywork / dictation passages can be found in the Cursive Copywork and Dictation Passages PDF that came with your purchase of this curriculum. If you'd prefer your child to use the passage in cursive to check their work, please provide this week's passage from that PDF to your child. Week No. 1: Mrs. Frisby & the Rats of NIMH

Day 5 (optional)

Catch up on any work from the week, if needed

Optional Complete this week's bonus activity: Model or Map of the Cinderblock House The problem in this story revolves around the Frisby's winter home and where it is located. Reread the descriptions of the cinderblock house in the story, if needed. Then, create a model or a map of the house.

If you're making a model, you can use a shoebox, scrap cardboard, and / or sturdy paper to make the two rooms of the cinderblock house. You can make tiny furniture for the house by folding and taping card stock or thick paper. You could also use LEGO bricks or clay to create your model.

If you're making a map, use art supplies (watercolor paint, colored pencils, etc.) to create a view of the Fitzgibbon's farm from above. Show where the cinderblock house is located. Be sure to add any important features in addition to the cinderblock house that you've read about in the story, and label everything clearly. You can add onto the map as we learn more in the story in later weeks, if you like.

Optional Complete Tasty Geography Week 1: Canada Step One: If you haven't hung up a world map somewhere in your homeschool space yet, do that first. A globe would be even better. If you can find one, place it in your homeschool space now. You'll refer to it at the beginning of every tasty geography lesson. Our first "stop" is Canada. Can you find it on the map or globe? Which continent is it located on? (If you don't know the names of the continents yet, take a moment to go over those with a parent first.)

Step Two: Complete a "tasty geography" page for your country. The "tasty geography" pages are all at the back of your student notebook. To complete the page, you can use an atlas or a book about the countries of the world, the internet, or the suggested links and books on the following page. Parents, you can keep the "tasty geography" lessons short and sweet, or build entire week-long units for each country--it's completely up to you!

Step Three: Time to get tasty! If you're using the book Cooking Class Global Feast!: 44 Recipes That Celebrate the World’s Cultures by Deanna F. Cook, you'll be making the recipe "Fried Bannock Bread" on pages 28 and 29. (You may also want to begin by reading all of the intro material first--there is a lot of great stuff in there to prepare for a year of tasty recipe-making!) If you aren't using that book, choose another recipe from Canada, either in another cookbook or by searching on the internet. Here is a recipe for a gluten-free version of bannock bread: https://glutenfreeinternational.wordpress.com/2014/07/06/gluten-free-bannock-fry-bread/.

Step Four: Enjoy your tasty creation with your family! Week No. 1: Canada

Optional Supplemental Resources for Tasty Geogaphy

Parents: Please screen videos, books, and other resources first. For videos, we tried to focus on finding clips that show the current culinary scene of each country, and these were often made by adult vloggers for an adult audience. Not every video will be appropriate for every family. Clickable links can be found at the end of this guide.

Books A Canadian Year: Twelve Months in the Life of Canada's Kids by Tania McCartney Weird But True Canada: 300 Outrageous Facts About the True North by Chelsea Lin Fry Bread: A Native American Family Story by Kevin Noble Maillard

Videos: Always Screen First! From GRRRLTRAVELER | Christine Kaaloa, "10 ICONIC FOODS of Vancouver | Vancouver Food Tour": https://www.youtube.com/watch?v=BXC9j4oauQo (some mild language, nothing shocking) From Jay del Corro, "Quick Bannock - Traditional Native Frybread Recipe": https://www.youtube.com/watch?v=U5xxbEROs94 From TourRadar, "Canada: The Ultimate Travel Guide": https://www.youtube.com/watch?v=RUmAUnL65gU (spends a brief moment on adult beverages at the end) From CBC, "Poutine: From rural Quebec delicacy to national icon. Here's where it all started": https://www.youtube.com/watch?v=ryS-0Eo0f7Q

Other https://www.kids-world-travel-guide.com/canada-facts-for-kids.html Week No. 2: Mrs. Frisby & the Rats of NIMH

Literature Selections to Read This Week: Read from “Go to the Rats” to the end of “The Marketplace” in Robert C. O'Brien's Mrs. Frisby and the Rats of NIMH. Try to start the selection at the beginning of Day 1 and finish it by the end of Day 3.

Optional Poetry Selection(s) to Read This Week: Read “A Bird Came Down the Walk” and “Answer, July!” by Emily Dickinson. You may also wish to take time to learn about Emily Dickinson's life over the next few weeks. See following page for recommended resources.

Day 1

In the student notebook, complete the journal prompt: "The Rosebush" Read the full prompt in the student notebook, then write and illustrate your response.

Elements of Story: The Hero's Journey, cont. Last week, we began exploring a storytelling model called the Hero's Journey. We learned about the first step or stage, called The Ordinary World. We also learned about the second stage, The Call to Adventure. Do you remember what these two stages were? Review last week's notes if you need to, before moving on.

The third stage of the Hero's Journey is called The Refusal of the Call. This often happens shortly after The Call to Adventure, when the hero wrestles with the decision to act or not. Sometimes this happens quickly-- a single pause or doubtful thought. Sometimes it takes awhile for the hero to accept the call, and their ultimate decision to act may require pressure from someone or something else. Sometimes this just looks like someone else reminding the hero of the risk and danger that might be ahead. In Mrs. Frisby and the Rats of NIMH, this stage is a very short pause, during which Mrs. Frisby wonders to herself what to do.

The fourth stage is called Meeting the Mentor. This stage usually happens after the hero decides to answer the call. The mentor--sometimes a character, sometimes an object or a tool (like a map or a journal)--helps the hero by providing them with wisdom, advice, and / or training. Can you think who the mentor might be in our story? Who does Mrs. Frisby consult with for advice about what to do? What do they tell her to do?

The fifth stage is called Crossing the First Threshold. Armed with help from the mentor, the hero is now ready to leave The Ordinary World as they know it, and they step into unfamiliar territory. In some stories, this is when the hero leaves to begin a journey. There's no turning back now. What new territory does Mrs. Frisby enter (literally) shortly after leaving the mentor? (A threshold is the starting point for a new state or experience.)

Complete the literature project: "The Mentor" Create a painting, a drawing, or a model of the mentor in our story (the owl.) This could be a peg doll, a puppet, a pine cone with paper wings and eyes glued to it, a clay sculpture, a LEGO creation--anything you like. Refer to the book for a description of the owl if needed.

Optional Independent reading for 30 minutes or more Week No. 2: The Life of Emily Dickinson

Optional Supplemental Resources

Parents: Please screen videos, books, and other resources first. Emily Dickinson's work was often inspired by her religious beliefs, and not all resources may be a fit for all secular families. Clickable links can be found at the back of this guide.

Books On Wings of Words: The Extraordinary Life of Emily Dickinson by Jennifer Berne Emily Writes: Emily Dickinson and Her Poetic Beginnings by Jane Yolen Emily by Michael Bedard

Videos: Always Screen First! From Studies Weekly, "Emily Dickinson": https://www.youtube.com/watch? v=_oyZYIO48u4 From Saved you a spot - The Education Channel, "Who Was Emily Dickinson?": https://www.youtube.com/watch?v=IXf2txnJwlg From BrainPOP, "Emily Dickinson": https://www.youtube.com/watch? v=zAqrpWW0Qdg (this one breaks down one of her poems and its meaning)

Other Take a virtual field trip to the Emily Dickinson Museum: https://www.emilydickinsonmuseum.org/. On a piece of paper, write down three things you learned or saw on your field trip. Week No. 2: Mrs. Frisby & the Rats of NIMH

Day 2

In the student notebook, complete the word list: Alphabetizing, and Continued Review Read the list and practice passage out loud to an adult. This week, you will continue to read some words we've covered in previous levels. Don't worry if you don't know them all! If you get stuck on a word, just mark it and review it again later in the week. You will also complete an alphabetizing activity.

Optional Independent Reading for 30 minutes or more

Day 3

Review weekly word list if needed

Optional Complete the prompt for week 2 in the Super Secret Notebook Guide

Optional Independent Reading for 30 minutes or more

Day 4

In the student notebook, complete the narration page. Illustrate and retell an event from this week's literature selection.

Review weekly word list if needed

Optional Independent Reading for 30 minutes or more Week No. 2: Mrs. Frisby & the Rats of NIMH

Dictation Passage (optional)

The strange rat was named Arthur. He was stocky, square, and muscular, with bright, hard eyes. He looked efficient. Week No. 2: Mrs. Frisby & the Rats of NIMH

Day 5 (optional)

Catch up on any work from the week, if needed

Optional Complete this week's bonus activity: Beeswax Models of the Rats Using modeling beeswax, play dough, or clay, create the characters of Brutus, Nicodemus, or Justin. You can also make a model of Isabella if you like. Think about the small differences that might exist between the characters. Are some taller? More muscular? Thinner? Do any have larger ears or tails than the others? If you're using modeling beeswax, remember to warm it up in your hands before beginning. Cold beeswax is difficult to work with, but warm beeswax is easy to form, pinch, and bend. Instead of trying to "stick" pieces together, try to pinch and pull the character out of one large piece of beeswax. Take your time and enjoy the process.

Optional Complete Tasty Geography Week 2: Germany Step One: Our next "stop" is Germany. Can you find it on the map or globe? Which continent is it located on?

Step Three: Time to get tasty! If you're using the book Cooking Class Global Feast!: 44 Recipes That Celebrate the World’s Cultures by Deanna F. Cook, you'll be making the recipe "Apfelpfannkuchen" on pages 30 and 31. If you aren't using that book, choose another recipe from Germany, either in another cookbook or by searching on the internet. Here is a recipe for a vegan, gluten-free version of pfannkuchen (pancakes): https://translate.google.com/translate? hl=en&sl=de&u=https://www.mrsflury.com/pfannkuchen-vegan-glutenfrei/&prev=search&pto=aue (this link uses Google translate, as the page is originally published in German.)

Step Four: Enjoy your tasty creation with your family! Week No. 2: Germany

Optional Supplemental Resources for Tasty Geogaphy

Books Kids' Travel Guide - Germany: The fun way to discover Germany by Shiela H. Leon

Videos: Always Screen First! From Learn German with Anja, "GERMAN LESSON 29: Must EAT & DRINK in GERMAN": https://www.youtube.com/watch?v=0QZDtyKj7a8 (bonus: it's a German language lesson, too!) From German Recipes by All Tastes German, "German Main Dishes - 8 Recipes You Need To Try": https://www.youtube.com/watch?v=VYnbQIKaRWs From Rick Steve's Europe, here is a playlist of Germany videos. Be sure to screen first (they briefly mention brothels in one video, for example): https://www.youtube.com/playlist?list=PL9gkZtiFqhakVmxeCKp- X9mgTSOXhzJX8 From Cooking the World, "10 German Breakfast Foods - What do Germans eat for breakfast?": https://www.youtube.com/watch?v=TznZX7Bu9gQ

Other https://www.kids-world-travel-guide.com/germany-facts.html This Notebook Belongs to :

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Date Started:

______Week 1 Literature Journal

Illustrate your answer:

What is a hero?: When you think of a hero, what kind of character (or person) comes to mind? What makes someone a hero? Who is your favorite hero from a book or a movie, and why are they your favorite?

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______Week 1 Literature Journal

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______Week 1 Narration

Illustrate your narration:

Narration: Share a favorite event from this week's literature selection.

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______Week 1 Narration

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______Week 1 Word Lists

Read the words: food flood shook knife love right worm glue know book nudge fruit night sight numb floor near hot brother warm door suit grew cue blood took bridge edge spoon instead comb knight work high over nothing clear rot flight open juice stew flew wart knew lamb bread cover blue sigh wedge

Read the passage: "Scoot over to the edge of the bridge and see how high up we are!" Jimmy said. My hands shook as I inched toward the open railing. "We're pretty high," I sighed, gazing down at the endless blue. Week 1 Playing with Vocabulary

Use some, or all, of the words in the word bank to create a labeled illustration, original sentence, poem, meme, joke, rap, song lyric, etc. Use the "hints" on the next page to figure out what each word might mean. If you're still not certain about a word's meaning after reading the hint, look it up online or in a dictionary.

Word bank: rancid hermit tonic nimble Week 1 Vocabulary Hints

Rancid

January and February were the hardest months; the sharp, hard cold that began in December lasted until March, and by February the beans and black-eyes had been picked over (with help from the birds), the asparagus roots were frozen into stone, and the potatoes had been thawed and refrozen so many times they had acquired a slimy texture and a rancid taste.

Oh, yuck! The milk in the back of the fridge has gone rancid!

Hermit

Mr. Ages’ house, somewhat larger than a shoebox but about the same shape, resembled the house of a hermit.

All he wants to do these days is read alone in his cabin in the woods. He's turning into quite the hermit.

Tonic

Mr. Ages said, “It stays green all winter, and makes a very useful spring tonic. Most people use only the leaves, but I have found the roots even more effective.”

Ginger ale is said to be a great tonic for battling an upset stomach.

Nimble

Certainly he seemed very old, and very wise; yet he walked nimbly enough.

Her graceful movements and nimble steps made her seem as if she were dancing in the clouds. Week 1 Copywork

Prompt (read first): This week, we'll begin by reviewing some things from the past few years. Don't worry if this is the first level you've done--you'll catch up quickly.

A noun is a person, place, or thing. Some examples would be a rock, a kitten, a library, Aunt Maggie, or the corner store. There are also words called pronouns. Pronouns are nouns, too, but we use them in place of the specific name of someone, someplace, or something. Some examples would be she, he, we, they, and it. We'll talk more about pronouns later.

A verb is a word that describes an action or a state of being. Some examples would include run / running / ran, know / knowing / knew, become / becoming / became, or sing / singing / sang. In the passage below, find and circle all of the nouns and pronouns you can find. Underline all of the verbs you can find.

An adjective is a word that describes a noun. Some examples would include brown, soft, loud, empty, or old. An adverb describes a verb--it describes how an action is done. They often (but not always) end in the letters "-ly." Some examples would include quickly, angrily, and suddenly. In the passage below, put a triangle over all of the adjectives you can find, and a square over all of the adverbs you can find. Finally, copy the passage (or a section of the passage) below in your best printing. She gripped the feathers on his back, felt the beat of his powerful black wings, felt a dizzying surge upward, and tightly shut her eyes.

Parents: Cursive copywork / dictation passages can be found in the Cursive Copywork and Dictation Passages PDF that came with your purchase of this curriculum. If you'd prefer your child to copy this passage in cursive, please provide this week's passage from that PDF to your child.

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______Week 1 Dictation

Ask an adult to read the dictation passage in the lesson guide out loud to you a few times, slowly and clearly. As you listen, copy the passage below. When you are finished, use the dictation passage in the lesson guide to check your work. Correct any spelling, punctuation, or grammar mistakes as needed.

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______Week 2 Literature Journal

Illustrate your answer:

The Rosebush: What were you expecting Mrs. Frisby to find in the rosebush? What did you think it would be like inside it? Were you surprised by what she found inside?

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______Week 2 Literature Journal

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______Week 2 Narration

Illustrate your narration:

Narration: Share a favorite event from this week's literature selection.

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______Week 2 Narration

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______Week 2 Word Lists

Read the words: stitch itch witch caught relapse underground earth photograph elephant decrease haughty hatch rhino sought insane would shepherd taught rewind wrist irregular trophy disappear wear

daughter castle write glisten kitchen fought illogical impossible exhibit dolphin could should wrong pear weight veil underplay incomplete bought nephew search disagree eight unwind untangle illegal neighbor

Read the passage: It was wrong of you to wear her veil without asking. What if it had been caught on a nail, and a stitch had been pulled out? Listen, you need to untangle it and give it back right now. She's still in the closet searching for it. You should not have taken it.

Choose one of the six columns above and rewrite the words in it in alphabetical order on a piece of clean paper. Week 2 Playing with Vocabulary

Word bank: expedition cordial gnarled dank Week 2 Vocabulary Hints

Expedition

Timothy was down below, taking a nap, and had not been told about the expedition lest he worry and blame himself for the risk his mother must take.

Pack your bags, kids! We are going on an expedition to deliver these gifts to your cousins in Oregon!

Cordial

“Why, so it is. Mrs. Frisby. How do you do?” He sounded cordial enough, but he was startled.

She was very cordial when we first met, shaking my hand and offering me a seat at the little table. She even took my coat from me and hung it up near the fire to dry.

Gnarled

Eventually, as he banked sharply, Mrs. Frisby saw off his wing tip a gray-brown patch among a stand of tall green pines; from so high it looked like a gnarled gray bush, but as they circled lower she could see that it was in fact an enormous tree, leafless, skeletal, and partly dead.

Halfway hidden beneath the brim of his large, gray hat, the man's face was gnarled with age.

Dank

Mrs. Frisby noticed that the air, which should have been dank and damp so deep underground, was on the contrary fresh and clean, and she thought she could even detect a very faint breeze blowing past her ears as she moved.

This room is pleasant enough in the summertime, but in the winter it's dank and drafty and miserable. Week 2 Copywork

Prompt (read first): This week, we will continue our review of concepts covered in previous levels.

Last week, we reviewed that a noun is a person, a place, or a thing. We also reviewed that a pronoun is a special kind of noun. Pronouns help prevent us from being repetitive. Compare the two phrases below. The one that uses the pronoun "he" flows better than the one without pronouns, doesn't it? It sounds less awkward and repetitive. In the bottom passage, circle the nouns (and pronouns) and underline the verbs. Draw a triangle over any adjectives you find, and a square over any adverbs.

Once you've finished, print the bottom passage in your best printing below. The strange rat was named Arthur. Arthur was stocky, square, and muscular, with bright, hard eyes. Arthur looked efficient.

The strange rat was named Arthur. He was stocky, square, and muscular, with bright, hard eyes. He looked efficient.

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______Week 2 Dictation

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______Tasty Geography

This week's country:

______

Color the country on the map.

Flag: Food and drink people enjoy in this week's country:

Something interesting I learned about this week's country:

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______Week One She gripped the feathers on his back, felt the beat of his powerful black wings, felt a dizzying surge upward, and tightly shut her eyes.

She gripped the feathers on his back, felt the beat of his powerful black wings, felt a dizzying surge upward, and tightly shut her eyes. Week Two The strange rat was named Arthur. He was stocky, square, and muscular, with bright, hard eyes. He looked efficient.

The strange rat was named Arthur. He was stocky, square, and muscular, with bright, hard eyes. He looked efficient. BLOSSOM & ROOT

E L E M E N T A R Y S C I E N C E / / L E V E L 4 Wonders of the Physical World

P A R E N T G U I D E

L E V E L 4

Exploring Physics, Engineering, and Human Anatomy www.blossomandroot.com

Cover Image: Royalty-free stock photo ID: 539361220 Blossom & Root

Elementary Science, Level 4: Wonders of the Physical World

A Complete, Hands-On Secular Science Curriculum

Adaptable for Grades 1 - 6

Blossom & Root Elementary Science Level 4: Wonders of the Physical World By Kristina Garner - www.blossomandroot.com

Find Us on the Web at https://www.blossomandroot.com Disclaimer: Blossom and Root / Hive Online Presence Management, LLC is not responsible for any illness, injury, or death that may occur while doing any of the activities in this guide. Please use best safety practices while engaging in any activities suggested in this curriculum.

Attention: Guidelines to Using Blossom & Root Elementary Science, Level 4: Wonders of the Physical World. This is your copy of our curriculum. Please do not forward, copy, or resell the contents contained in this curriculum, its guide, its laboratory workbook, or its student notebook. Please send friends to our website at www.blossomandroot.com, where they can download their own free sample of our science curricula. You do not have permission to print and resell any portion of Blossom & Root Elementary Science, Level 4: Wonders of the Physical World. You may not resell it at homeschool fairs / online markets and trading groups / etc. You are free to print copies for your own use, for your own children. We trust you to honor and respect these guidelines and restrictions. Thank you! Welcome to a Year of Wonder

A Relaxed, Hands-On, and Options for Scheduling This Curriculum:

Adventurous Approach to Traditional Schedule: Science in the Early Grades Aim to complete one entire wonder per week, in order, for a 36-week school year. Please note that the first 18 wonders contain two individual components: a physics When I decided I wanted to homeschool my unit and an engineering unit. For this reason, we daughters, one of the most difficult tasks I recommend doing science at least twice a week for the faced was finding a science curriculum that first 18 weeks. We recommend that you cover physics in suited our needs. We wanted curriculum that the first session(s), and engineering in the second was completely secular, hands-on, and full session(s). For wonders 19 - 36, you could potentially of opportunities to take our learning outside. cover each wonder in a single weekly session. We wanted books, and lots of them! We wanted permission to explore, dig deeper, Relaxed Schedule: and go off to explore rabbit trails from time Begin at the beginning and spend as much or as little to time. But we also wanted structure--just time in each unit (or "wonder," as we call them) as enough to build concepts upon one another desired. You can even split this curriculum into two year's in a linear way without the pressure of a worth of science by doing half of it in the first year, and rigid schedule. When it came to recording half in the second. This will allow ample time for families our discoveries, we wanted freedom from that like to incorporate lots of field trips and projects, the worksheets, tests, and time-consuming without added pressure to complete the entire lap books that seemed to dominate most of curriculum in one school year. our options--something more akin to a scientist's field journal. How to Plan Out Each Unit (the Simple Way): When I couldn't find this particular unicorn, I A few weeks before you begin a unit, look over it and decided to do what I had done for my early decide which books or video links you'd like to use and years and kindergarten curriculum--I created which projects you'd like to do. Highlight them in the it. Since I knew we couldn't be the only parent guide here or write them into a separate planner. family looking for such a thing, I put my Refer to the Laboratory Guide for specific supplies you'll heart, soul, and complete focus into crafting need to gather for the activities you'd like to include. a solution for those families too. I created Wonders of the the Physical World, the fourth Important Note: Even though our level 4 language arts of six planned years of science curriculum, curriculum is designed to begin transitioning the student brought to you by Blossom and Root. It is into more independent work, we do not recommend the designed to be flexible, adaptable, inspiring, same for our level 4 science. We highly recommend that and gentle. My fondest hope is that it will an adult leads the child through the lessons and provide discovery, joy, and wonder for the activities in this curriculum. A parent or guardian should families that use it. always screen books and videos, and will need to Thank you for your support of Blossom and supervise the recommended activities, for safety Root. Please feel free to reach out to me at purposes. any time--I am always happy to help! Notebook entries and the optional weekly profiles are an Kristina Garner exception, and are a good task to hand over to a child www.blossomandroot.com for independent work if they are ready. [email protected] Make It Yours

How to Teach This Curriculum This curriculum is designed to provide support and inspiration to the parent educator. Above all else, please make it yours!

Step One: Wonder Each unit begins with an introduction to the wonder at hand--whether that is electricity, flight, or the respiratory system. Together, you and your child will delve into the topic through engaging literature, videos, and guided conversations.

Step Two: Explore The next step is to explore the topic through hands-on activities, projects, demonstrations, and experiments. Our curriculum is flexible, providing several options for each wonder so that you may tailor it to your budget, time available, personal preferences, and your child's learning style.

Step Three: Record The final step is to allow your child to record their experiences. Once again, our curriculum allows for maximum flexibility. Children who are already eager, confident writers may use the student notebook to employ written narration. Others may wish to draw or color a picture of their experience, and their parent can dictate their oral narration. Still others may prefer to tape or paste in photographs taken of their adventures and activities during that unit--the choice is yours!

Permission to Go Off the Grid One of the greatest gifts of homeschooling is the ability to follow rabbit trails, and to delve deeper when inspiration calls. We fully encourage this, and promise that the curriculum will be here, waiting for you when you're ready to come back and move on to the next wonder! Step One: Wonder

Setting the stage for discovery "Wisdom begins in wonder." Socrates

The Main Goal You will begin each unit (or "wonder" as we call them) by introducing the topic to your child through books, videos, and guided conversations. The primary goal of this stage is simply to introduce the topic and inspire curiosity.

Options for Step One As with the rest of this curriculum, we focus on providing multiple options for you to choose from, unit by unit:

Category 1: For the Minimalists If you're pressed for time, short on resources, or simply not as excited about a specific unit, stick with Category 1: For the Minimalists to introduce the topic. This category is designed to touch on the main points with as few resources and as little time as possible.

For each unit, Category 2: For the Book Basket Folks This category will provide a rich list of engaging literature to pick and choose from for your initial choose from one introduction. You absolutely do not need to provide all of these books, every week. This list is meant to or multiple provide options for families that prefer a literature- based approach to learning. categories to Category 3: For the Visual Learners introduce the Some children prefer a more visual model for receiving information, and some topics can be difficult to explain without a visual demonstration. Therefore we provide topic and inspire suggested video links, most of which are hosted on YouTube, to help introduce each topic. Please screen curiosity. them ahead of time to be sure they are in line with your family's values and developmental appropriateness for your child.

Please note that a PDF with clickable links is included in your purchase. Use this guide to easily access video content from your computer, phone, or tablet during lessons. Step Two: Explore

Choose your own adventure The Main Goal The next step for each unit is to explore the topic through hands-on activities, demonstrations, projects, and experiments. The primary goal of this stage is to allow your child the opportunity to make discoveries about the topic at hand.

Options for Step Two As with the rest of this curriculum, we focus on providing multiple options for you to choose from, unit by unit:

Category 4: For the Outdoor Learners This category was designed for families that prefer to do their learning outdoors. If you and your children love to explore, take field trips, and get your hands good and muddy, this is the category For each unit, for you! choose from one Category 5: For the Table-Lab Crowd For families that love "table science" we have or multiple designed activities that can be done indoors using (mostly) common household objects. These categories activities and demonstrations can bring big ideas closer to home and provide hands-on fun for to provide rich children of multiple ages. and engaging Category 6: For the Crafts-and-Projects Families opportunities for Some families really love projects--hand-made exploration of a topic through art projects, crafts, and writing activities. For these families, we have discovery. provided suggested projects that are designed to be "on display."

Mix and Match to Choose Your Own Adventure! Pick and choose from any of these categories to design a unit of science for your family. If you're short on time, one activity will do--you can even stick to the "minimalist" category in step one and call it a week. If you're loving a topic, you may wish to combine multiple categories for exploration and extend your learning for several weeks. Step Three: Record

The presentation of the topic Documenting the journey belongs to you, the parent educator. What your child takes from that presentation belongs to them.

The Main Goal The final step for each unit is to give your child a chance to document their experiences through the student notebook. The primary goal of this stage is to allow your child to record whatever they are inspired to, concerning the topic you investigated together during the previous two steps.

Options for Step Three As with the rest of this curriculum, we focus on providing multiple options for you to choose from, unit by unit:

Oral Narration For each For this option, your child will give a brief oral narration of what they have learned. You, the unit, have your parent, may choose to take dictation of their words into the student notebook. They may wish to child document draw or color something before or after the oral narration in the student notebook. This can also be their experiences done in the form of casual conversations together. using one of Written Narration If your child is already confidently writing, and these options for enjoys doing it, they may wish to record their own written narration, with or without a drawing, in the student their student notebook. Scrapbooking with the Student Notebook notebook. You may wish to treat the student notebook as a scrapbook instead, allowing your child to tape or glue photographs into it that you (or they) take during your activities together. They may wish to add brochures or postcards from field trips, make drawings or notes in the margins, or have you take dictation. Step Three, cont.: The Optional Profiles

Optional Profiles: An optional extension to explore a Learning How To Learn specific person's contributions to science, and to begin making the connection between science and history.

The Profiles Each week, your child will have the option to learn about a specific person, or group of people, and their contributions to science. Each week, we provide suggested profiles to study, along with books and video links, but you can pick any person you want for each profile--you do not have to use our suggested profiles. You do not have to complete a profile every week, either. You can sprinkle these in here and there. Your child will use the profile pages at the back of the student notebook to document their discoveries.

Step One: Choose a Profile Decide on a person to learn about. You can use our suggested profiles, or you can choose someone else. The following books can be used to source optional or additional profiles to study each week:

Black Women in Science: A Black History Book for Kids by PhD Kimberly Learning how to Brown Pellum Black Pioneers of Science and Invention by Louis Haber learn is one of the 1001 Things Everyone Should Know About African American History by Jeffrey C. Stewart Black Stars: African American Women Scientists and Inventors by Otha most important Richard Sullivan African American Inventors by Otha Richard Sullivan skills to reinforce Who Did It First? 50 Scientists, Artists, and Mathematicians Who Revolutionized the World by Julie Leung with your child. Women in Science: 50 Fearless Pioneers Who Changed the World by Rachel Ignotofsky Learning is, after Girls Think of Everything: Stories of Ingenious Inventions by Women by all, a lifelong Catherine Thimmesh Read, Watch, and Learn endeavor. Use books, videos, and (if possible) field trips to learn about the person you've selected.

Record What You've Learned Complete a profile page at the back of the student notebook. You can draw pictures, tape pictures in that you print off the internet, take notes, or write a short paragraph about what you've learned. Permission to Go Off-Grid

Follow those rabbit trails "Curiosity is the wick in the candle of learning." William Arthur Ward

It's All About the Journey, NOT the Map!

As you move through the following "wonders," you will naturally come across forks in the road where your child wants to stop and dig deeper or follow a rabbit trail that springs up. These side-trails can provide some of the richest learning opportunities there are--curiosity-driven, interest-led investigations--so don't ignore them if you can help it.

Many of us feel nervous about "veering off the path" of a curriculum. The thought of learning gaps and self-imposed deadlines can keep us awake at night. We are here to assure you that it is 100 percent a-okay to follow your child's curiosity. This curriculum will be here when you are ready to come back and continue on.

It is also 100 percent a-okay to hurry through a topic that is not very interesting to you, or skip it entirely. We want this curriculum to be yours, so take the liberty to mold it the way you want it and be sure to indulge in those rabbits trails! (We love them so much that we even flag you down in places where side-voyages may feel natural! If you see the rabbit icon, it means there's an opportunity for a possible rabbit trail.) C o n t e n t s

Wonder / Unit Wonder / Unit

Wonder No. 1 Wonder No. 6 Physics: Thinking Like a Physicist Physics: On the Move Engineering: Thinking Like an Engineering: Simple Machines: Engineer Pulleys and Screws

Wonder No. 2 Wonder No. 7 Physics: Matter Physics: Momentum and Collisions Engineering: Simple Machines: Engineering: Structures: Roads Inclined Planes and Wedges and Dams

Wonder No. 3 Wonder No. 8 Physics: Energy Physics: Linear Motion Engineering: Simple Machines: Levers Engineering: Structures: Arches and Bridges Wonder No. 4 Physics: Force Wonder No. 9 Engineering: Simple Machines: Wheel Physics: Rotational Motion and Axle Engineering: Structures: Domes, Tunnels, and Towers Wonder No. 5 Physics: Potential vs. Kinetic Energy Wonder No. 10 Engineering: Gears Physics: Projectile and Satellite Motion Engineering: Rube Goldberg Machines C o n t e n t s

Wonder / Unit Wonder / Unit

Wonder No. 11 Wonder No. 16 Physics: Waves and Sound Physics: Magnets Engineering: Waves, Sound, Music, Engineering: Magnetism, Sensors, and Telecommunications and Detectors

Wonder No. 12 Wonder No. 17 Physics: Heat and Pressure Physics: Flight and Floating Engineering: Exploiting Heat and Engineering: Flying and Floating Pressure Wonder No. 18 Wonder No. 13 Physics: Humans and Energy Physics: Light, Images, and Color Engineering: Capturing, Storing, Engineering: Light, Images, Printing, and Using Energy and Photography Further Physics and Engineering Wonder No. 14 Rabbit Trails to Consider: Physics: Electricity (Part One) Optional Lessons and Projects to Engineering: Exploring Electricity Continue into the Next 18 Wonders (Part One)

Wonder No. 15 Physics: Exploring Electricity (Part Two) Engineering: Exploring Electricity (Part Two) C o n t e n t s

Wonder / Unit Wonder / Unit

Wonder No. 19 Wonder No. 29 Anatomy: The Basics of a Body Anatomy: Your Urinary System

Wonder No. 20 Wonder No. 30 Anatomy: Your Skin, Hair, and Nails Anatomy: Your Immune System

Wonder No. 21 Wonder No. 31 Anatomy: Your Eyes and Nose Anatomy: Your Lymphatic System

Wonder No. 22 Wonder No. 32 Anatomy: Your Ears and Sinuses Anatomy: Your Nervous System

Wonder No. 23 Wonder No. 33 Anatomy: Your Mouth and Throat Anatomy: Your Endocrine System

Wonder No. 24 Wonder No. 34 Anatomy: Your Digestive System Anatomy: Your Cells and DNA

Wonder No. 25 Wonder No. 35 Anatomy: Your Skeletal System Anatomy: Your Growth and Development Wonder No. 26 Option to Add: Your Reproductive Anatomy: Your Muscular System System

Wonder No. 27 Wonder No. 36 Anatomy: Your Cardiovascular Anatomy: Your Health and Wellness and Circulatory Systems

Wonder No. 28 Anatomy: Your Respiratory System Book List: Spines

Required Books:

There are no required books for this curriculum. Theoretically, you could complete this curriculum without using any books at all, simply by using our "big picture" messages listed in each unit and our suggested video links. However, we do have several books that are highly recommended (see below) to help truly bring each topic to life in a visual way for your child. Further in this guide, you will find many pages of optional supplemental books to consider as well.

Highly Recommended Books:

Wonder # Book

Most 1 - 18 DK Smithsonian Explanatorium of Science ISBN 978-1-4654-8244-0 This is one option for the main spine for the physics portion of Wonders 1 - 18, and is also used in several of the engineering lessons as well. It does not go into great depth, but is a good foundational teaching tool. OR Most 1 - 18 Professor Astro Cat’s Atomic Adventure by Dr. Dominic Walliman and Ben Newman ISBN 978-1-909263-60-4 This is the other option for the main physics spine for Wonders 1 - 18, and in some ways is the stronger contender. We recommend looking closely at both options (via preview on Amazon) before choosing.

3, 5, 11 - 16, 18 DK Find Out! Energy by Emily Dodd ISBN 978-1-46547445-2 We feel that this resource fills out the energy, force, and motion units more than the two books listed above. For this reason, it is recommended as a supplement for the listed Wonders.

Most 1 - 18 The Way Things Work Now by David Macaulay ISBN 978-0-544-82439-6 The main spine for the engineering portion of Wonders 1 - 18, recommended for ages 9 and up.

1 - 4 Engineered! Engineering Design at Work by Shannon Hunt and James Gulliver Hancock ISBN 978-1-77138-560-2 An excellent introduction to engineering and the engineering process. Could be assigned as independent reading for a confident reader, age 9+.

All 19 - 36 DK Smithsonian Human Body! ISBN 978-1-4654-6239-8 This is one option for the anatomy portion of the curriculum, covered in Wonders 19 - 36. We chose this spine primarily for its visual content. OR All 20 - 36 The Fantastic Body: What Makes You Tick and How You Get Sick by Dr. Howard Bennett ISBN 978-1-62336-889-0 This is the second option for the anatomy portion of the curriculum, covered in Wonders 19 - 36. This spine was chosen more for its informational content and approachable tone for elementary learners. You could certainly combine both of the anatomy spines, if you'd like.

Most 19 - 36 Anatomicum Curated by Katy Wiedemann and Jennifer Z Paxton ISBN 978-1-78741-492-1 A good alternative to the DK anatomy book for visual learners and fans of the Welcome to the Museum series. Not as extensive as the DK book, but the illustrations are wonderful. Physics Wonder No. 2: Matter

Welcome to Physics Wonder No. 2: Matter.

In this unit, you will learn about matter--what it is, what it's made of, how it behaves, and how it changes. You will also explore some important terms you'll need to know for future units: "force" and "work."

There are 10 "big picture" messages to focus on during this unit:

1) Matter is anything that takes up space and has mass. Mass is a measurement that tells us how much matter something is made of. It is not the same things as weight. Weight measures the force of gravity pulling on an object. Weight changes when gravity changes, but matter does not change.

2) Everything around you is made of matter. The floor under your feet is made of matter. Your breakfast is made of matter. The tree outside the window is made of matter. You are made of matter.

3) Matter is made from very small particles called atoms. Atoms are very tiny--you can't see them, even with most microscopes. Atoms join together to form molecules*. Think about water for a moment. If you pour a glass of water, the water in the glass is made of many, many water molecules. Each water molecule is made of two hydrogen atoms and one oxygen atom, joined together to form that water molecule.

4) Matter can exist in different states. It can be in a liquid state, a solid state, or a gaseous state. It can also be in a plasma state.

5) Again, let's think about water. You are familiar with water already, and the states it can exist in. When we pour water into a glass, it is in a liquid state. Liquids flow, and they take the shape of the container they are in (whether it's a glass or a crater.) They flow because, in a liquid state, the particles that make up that matter are touching, but they are still able to move around.

6) If we put the water into the freezer, it changes states. This does not mean it isn't water anymore. It is still water, and it still has the same mass. But now it's in a solid state. The particles in a solid are packed together very tightly--there's no room to move around, though they do vibrate against one another. Solids keep their shape, until something causes them to change to another state. If you slide the frozen water out of its container, it will keep its shape until it melts, and changes form back into a liquid.

*At this stage, we are merely introducing the idea of atoms and molecules. We'll go into much more depth on this topic in our chemistry curriculum in a future level. Physics Wonder No. 2: Matter

"Big picture" messages, cont.:

7) If we pour water into a pan, put the pan onto a stove, and apply heat, the water will change states again. Have you ever watched someone heat up a pan full of water on the stove? Do you notice the steam rising out of the water as it heats? The steam is water in the third state, gas. When water is in the form of a gas, we call it vapor or steam. It's still water, but it has changed states. The particles in a gas are far apart with a lot of space between them. They can move freely, and they move very quickly in all directions. They can fill spaces easily and quickly, and they can escape those spaces easily and quickly, too.

8) Substances change their state depending on temperature.* When we apply enough heat energy to a solid, it melts into a liquid. If we apply enough heat energy to a liquid, it becomes a gas. If the temperature drops enough, gases can condense and become liquid again, or liquids can become solids. If you've learned about the water cycle, you're already familiar with how these changes in temperature change the state of water in our world, over and over again.

9) Force is a word you need to be familiar with as we move forward. A force is a push or a pull. A force can be applied to something with or without touching it. We'll dive into forces more in Wonder No. 4.

10) Work is a term you need to be familiar with as we move forward. Work is done when a force that is applied to an object moves the object. Pushing a box of books across the carpet is work. Lifting a bucket onto a shelf is work. Pulling a sled behind you as you climb a hill is work. Sometimes, the term "work" can be confusing, because we use it in normal conversation to mean effort. But work and effort in physics are not the same. In physics, work only happens if the object moves. We'll be exploring work more in the next several engineering wonders.

*DK Explanatorium of Science, page 16 Physics Wonder No. 2: Matter

1. For the Minimalists: Talk about the "big picture messages" together and read the following pages: Explanatorium of Science: pages 12 - 21, 24 - 25, 28 - 29, 46 - 47, 292 - 293 Professor Astro Cat’s Atomic Adventure: pages 10 - 23 The Way Things Work Now by David Macaulay: pages 92 - 93

2. For the Book Basket Folks: Queen of Physics: How Wu Chien Siung Helped Unlock the Secrets of the Atom by Teresa Robeson; Changing Matter by Karen Larson; Basher Science Physics by Basher

3. For the Visual Learners (always screen first): From SciShow Kids, "Fun With Bubbles!”: https://www.youtube.com/watch?v=XxU_QenIO54

From Crash Course Kids, “Matter Compilation”: https://www.youtube.com/watch?v=wyRy8kowyM8 (better for grades 2+)

Magic School Bus Rides Again Season 1, Episode 7 “Three in One”

From Peekaboo Kidz, "What Is Matter?": https://www.youtube.com/watch?v=QQsybALJoew, and "What Is An Atom?": https://www.youtube.com/watch?v=jMW_0Ro6b5c (these are better for k - 2)

Magic School Bus Season 4, Episode 1 “Meets Molly Cule” (Please note: At the time when this curriculum is being written, these episodes can be found on Netflix.)

From Tidlybit - about Science!: "What's Inside an Atom? Protons, Electrons, and Neutrons!": https://www.youtube.com/watch?v=e9GuJUaX0UM; and "What are Atoms?": https://www.youtube.com/watch?v=c9uB6VVJxGE

From the Laboratory Guide:

4. For the Outdoor Learners: Physics Wonder No. 2 "Exploring the States of Matter with Water"

5. For the Table-Lab Crowd: Physics Wonder No. 2 "Exploring the States of Matter with Balloons" Physics Wonder No. 2 "Crushed Can Demonstration"

6. For the Crafts-and-Projects Families: Physics Wonder No. 2 "Melting Ice Art" Physics Wonder No. 2 "States of Matter 3-D Collage Poster"

From the Student Notebook: Complete Wonder No. 2 Entries Engineering Wonder No. 2: Inclined Planes & Wedges

Welcome to Engineering Wonder No. 2: Inclined Planes and Wedges.

In this unit, you will learn what a simple machine is. You will begin your investigation of simple machines with inclined planes and wedges.

There are 5 "big picture" messages to focus on during this unit:

1) In the physics portion of Wonder 2, you learned that work is done when a force that is applied to an object moves the object. Pushing a box of books across the carpet is work. Lifting a bucket onto a shelf is work. Pulling a sled behind you as you climb a hill is work. A simple machine is a device that makes work easier. Simple machines are all around us, and we use them all the time, whether or not we realize it.

2) An inclined plane is a simple machine. Sometimes, we call an inclined plane a ramp. An inclined plane can help to get work done with less force, over a greater distance. Imagine you need to move a box of rocks from the ground into the bed of a truck. You could lift the box of rocks into the truck--that would require a lot of force. You could lay a wooden plank from the bed of the truck to the ground, creating a ramp (inclined plane) and pull the box of rocks into the truck--that would require less force. You could find an even longer wooden plank and create a longer ramp to pull the box up--that would require even less force. The greater the distance of the inclined plane, the less force is required to do the work.

3) Inclined planes are all around us, and we use them all the time. Ramps at the loading dock of the grocery store, slides at the park, switch-back hiking trails and roads on hills and mountains, the sloping sidewalk that leads you into the library, the stairs that you use to get from one level of your house to another--these are all inclined planes.

4) A wedge is a form of inclined plane. A wedge is thin on one end and wide on the other. Think of the blade of an ax--it has a sharp, thin end and a blunt, wide end. Wedges make it easier to push into something. Knives, chisels, axes, plows, and even our teeth are wedges. Imagine that you want to cut a log in half. You could bang the log over and over with a hammer, or you could use an ax--a wedge--to split it. Which of these two tools would require less force to split the log?

5) Cutters are usually wedges that work together to change forward movement into parting movement. Think of a pair of scissors. Each blade is a wedge. You apply force to both blades, bringing them together. Their wedges push into a piece of paper from opposite sides, parting the paper as they go. Engineering Wonder No. 2: Inclined Planes & Wedges

1. For the Minimalists: Talk about the "big picture messages" together and read the following pages: The Way Things Work Now: pages 8 - 17 and related inventions on page 374 Explanatorium of Science: pages 182 - 183 Highly recommended for Wonders 1 - 4: Engineered! Engineering Design at Work by Shannon Hunt and James Gulliver Hancock (break up reading over Wonders 1 - 4, good choice for independent reading for older students)

2. For the Book Basket Folks: Simple Machines by D.J. Ward; Simple Machines: Wheels, Levers, and Pulleys by David A. Adler; Basher Science Engineering by Basher

3. For the Visual Learners (always screen first): From SciShow Kids, "Ramps: A Super, Simple Machine!”: https://www.youtube.com/watch? v=3COvm0TtxWg

From funsciencedemos: "Simple Machines: The Inclined Plane": https://www.youtube.com/watch?v=5c4J_PW9wsg "Simple Machines: The Wedge": https://www.youtube.com/watch?v=No5Df2231YA Good intro to simple machines: "Simple Machines in the Kitchen": https://www.youtube.com/watch? v=9npdijCLbYI&list=PLat8Jejmdx1tsFo72_p159DE5-2-oW_qJ&index=6 Good intro to simple machines: "Simple Machines in the Bathroom": https://www.youtube.com/watch?v=w-i0M2jKyDo&list=PLat8Jejmdx1tsFo72_p159DE5-2- oW_qJ&index=7

From Free School, "Simple Machines for Kids: Science and Engineering for Children": https://www.youtube.com/watch?v=fvOmaf2GfCY&list=PLHsQF936ghDVTxQF-79ns_HqDFSrq2xq8

From SmarterEveryDay, "How Lawn Mower Blades Cut Grass": https://www.youtube.com/watch?v=- GlJFVTzEsI

From Science With Sophie, "Inclined Plane & Screw": https://www.youtube.com/watch?v=00Kd--_vuHQ (appropriate for Wonders 2 and 6)

From the Laboratory Guide:

4. For the Outdoor Learners: Engineering Wonder No. 2 "Playing with Inclined Planes"

5. For the Table-Lab Crowd: Engineering Wonder No. 2 "Inclined Plane and Wedge Scavenger Hunt" Engineering Wonder No. 2 "STEM Challenges Using Inclined Planes and Wedges"

6. For the Crafts-and-Projects Families: Engineering Wonder No. 2 "Model of an Inclined Plane"

From the Student Notebook: Complete Wonder No. 2 Entries Optional Profile: Wu Chien Shiung

Profile: Wu Chien Shiung

In this profile, you will learn about the life and contributions of Wu Chien Shiung. (Wu is her family name, Chien Shiung is her given name.) Born in Shanghai, China in 1912, Chien Shiung was a woman of many "firsts." She was the first woman to receive the Wolf Prize in Physics, the first woman to receive an honorary doctorate degree from Princeton, the first woman hired as an instructor at Princeton, and the first woman elected president of The American Physical Society. She performed important experiments and made significant contributions in the field of nuclear physics.

Recommended Literature: Queen of Physics: How Wu Chien Siung Helped Unlock the Secrets of the Atom by Teresa Robeson page 66 - 67 Women in Science: 50 Fearless Pioneers Who Changed the World by Rachel Ignotofsky

Recommended Video Links: Both video links below are made with an older audience in mind, so some of the content will likely be over the heads of most elementary students. However, the heart of the story is still there and her story is so important. Please screen first.

From cowlib, "Hidden Science Superstars: Chien-Shiung Wu": https://www.youtube.com/watch? v=7PWUsiqn0bI (a shorter video)

From The STEMulus, "STEM HISTORY - Chien-Shiung Wu": https://www.youtube.com/watch? v=qPIuWaOrIvk (a longer video)

From the Student Notebook: Complete a profile page (located at the end of the notebook)