All of the content in this collection relates to a MN science standard that is coded 4.X.X.X.X indicating that it is a science standard for 4th grade Minnesota science students. The students who created the content were taught the science concepts in class and asked to create something for this feeā¦
This is about a girl named McKenna teaching you guys about pathogens, how they get into you body, how your body defends against them, and how you can defend against them. 2 other kids helped; Justin did the camera and Uri did all the drawing.
It's about the body can defend itself. And how the germs get in your body. And how you can defend yourself.
These stories are an account of a design engineering process that fourth grade students underwent. Each team identified a problem, brainstormed solutions, chose the best idea and engineered a product. Teams also evaluated their final solutions. This process was aligned with Minnesota Science Standard 4.1.2.2.
These stories are an account of a design engineering process that fourth grade students underwent. Each team identified a problem, brainstormed solutions, chose the best idea and engineered a product. Teams also evaluated their final solutions. This process was aligned with Minnesota Science Standard 4.1.2.2.
These stories are an account of a design engineering process that fourth grade students underwent. Each team identified a problem, brainstormed solutions, chose the best idea and engineered a product. Teams also evaluated their final solutions. This process was aligned with Minnesota Science Standard 4.1.2.2.
These stories are an account of a design engineering process that fourth grade students underwent. Each team identified a problem, brainstormed solutions, chose the best idea and engineered a product. Teams also evaluated their final solutions. This process was aligned with Minnesota Science Standard 4.1.2.2.
These stories are an account of a design engineering process that fourth grade students underwent. Each team identified a problem, brainstormed solutions, chose the best idea and engineered a product. Teams also evaluated their final solutions. This process was aligned with Minnesota Science Standard 4.1.2.2.
These stories are an account of a design engineering process that fourth grade students underwent. Each team identified a problem, brainstormed solutions, chose the best idea and engineered a product. Teams also evaluated their final solutions. This process was aligned with Minnesota Science Standard 4.1.2.2.
These stories are an account of a design engineering process that fourth grade students underwent. Each team identified a problem, brainstormed solutions, chose the best idea and engineered a product. Teams also evaluated their final solutions. This process was aligned with Minnesota Science Standard 4.1.2.2.
These stories are an account of a design engineering process that fourth grade students underwent. Each team identified a problem, brainstormed solutions, chose the best idea and engineered a product. Teams also evaluated their final solutions. This process was aligned with Minnesota Science Standard 4.1.2.2.
This movie shows how three children began and completed the design engineering process.
These kids discuss the positive and negative impacts of a hockey puck on the natural world.
This movie will explore the impacts both positive and negative that books have on the natural world.
This movie explores the positive and negative effects that a rubber ball has on the natural world.
This video explores the positive and negative impacts that plastic bottles can have on the natural world.
This movie will help you understand the positive and negative impacts of water bottles on the natural world.
This movie discusses the positive and negative impacts of the paper book on the natural world.