🌍 Earth and Space Sciences

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“The Sun fuses hydrogen into helium; the universe is expanding.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Galaxies are moving apart from each other. The universe is expanding.
• It is not an explosion in space. Space itself stretches, like dots on a growing balloon. There is no center.
• Light from distant galaxies is stretched toward red. This redshift means they are moving away.
• Farther galaxies have bigger redshifts, so they move away faster.
• A faint microwave glow, about 2.7 kelvin, comes from every direction: leftover heat from the early universe.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Sunlight reaching you left the Sun's surface about 8 minutes ago.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• A star is born when gravity pulls a cloud of gas and dust, a nebula, together.
• The Sun fuses hydrogen into helium in its core. The energy takes a very long time to zigzag out.
• The Sun is about 4.6 billion years old, in the middle of its main-sequence life.
• In billions of years, it will swell into a red giant. Later, its outer layers drift away and a white dwarf remains.
• Stars with much more mass live shorter lives and end in a supernova, leaving a neutron star or a black hole.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“The iron in your blood was made inside stars long ago.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• After the Big Bang, the universe held almost only hydrogen and helium.
• Inside massive stars, fusion builds heavier elements in layers: helium, carbon, oxygen, silicon, up to iron.
• Fusion stops at iron. Fusing iron takes in energy, so the star's core collapses.
• The explosion, a supernova, makes many heavier elements and scatters them into space. Neutron-star collisions make more.
• Each element makes its own set of spectral lines, like a fingerprint. That is how we know what stars are made of.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Satellites, the Moon and the planets all follow the same gravity math.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Kepler's first law: every planet's orbit is an ellipse, with the Sun at one focus.
• Eccentricity tells how flat the ellipse is: e equals d, the distance between the foci, divided by L, the major axis.
• Kepler's second law: a planet moves fastest when closest to the Sun and slowest when farthest.
• Gravity pulls the planet toward the Sun all the time. That pull bends its path into an orbit.
• Kepler's third law: farther planets take longer. Mars takes about 1.88 Earth years.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Seasons come from Earth's 23.5° tilt, not distance from the Sun.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Earth's axis is tilted 23.5 degrees.
• As Earth orbits, the axis keeps pointing the same way, toward Polaris.
• In June, the Northern Hemisphere leans toward the Sun. It is summer in New York.
• Direct rays pack energy into a small area. Slanted rays spread the same energy out.
• In New York the noon Sun is about 73 degrees high in June, but only about 26 degrees in December.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Moon rocks and meteorites help date Earth to about 4.6 billion years old.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Earth formed about 4.6 billion years ago. People appear only in the last thin sliver.
• Plate motion, weathering and erosion keep destroying old rock, so Earth's oldest rocks are rare.
• Tiny, tough zircon crystals survive. The oldest are about 4.4 billion years old.
• The Moon has no plates, almost no air and no flowing water, so it keeps its ancient craters.
• Meteorites formed with the solar system. Radiometric dating gives them about 4.6 billion years.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“The Atlantic grows a few centimeters a year as plates spread apart.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Earth's outer shell is broken into plates that move a few centimeters a year.
• Divergent boundary: plates pull apart. Magma rises and makes new crust, like the Mid-Atlantic Ridge.
• Convergent boundary: plates push together. Dense ocean crust sinks under a continent, making a trench and volcanoes.
• When two continents collide, neither sinks. The crust crumples into tall mountains, like the Himalayas.
• Transform boundary: plates slide past each other, causing earthquakes, like the San Andreas Fault.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Nobody has drilled to Earth's core, but seismic waves let scientists ‘see’ inside.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Earth has layers: a thin crust, a thick solid mantle, a liquid outer core and a solid inner core.
• P waves push and pull along their path. S waves shake side to side. P waves are faster.
• P waves travel through solids and liquids, so they pass through the whole Earth.
• S waves cannot travel through liquid. They stop at the outer core, so the outer core must be liquid.
• This makes shadow zones: no direct S waves beyond about 103 degrees, and no direct P waves from about 103 to 142 degrees.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Long Island's beach sand comes from rocks that broke down long ago.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• The rock cycle shows how rocks change from one kind to another.
• Igneous rock forms when magma or lava cools. Slow cooling deep underground makes big crystals; fast cooling at the surface makes tiny ones.
• Weathering breaks rock into sediment. Layers pile up, get pressed and cemented into sedimentary rock, where fossils are found.
• Heat and pressure, without melting, change rock into metamorphic rock. Limestone becomes marble.
• There is no fixed order. Any rock can melt, be weathered, or be changed by heat and pressure.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Glaciers in the last ice age dropped the ridges that form Long Island's backbone.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Weathering breaks rock. In frost wedging, water freezes in a crack and expands about 9 percent, prying it open.
• Slightly acidic water dissolves limestone. That is chemical weathering, and it can make caves.
• Erosion moves the pieces. Running water carries sediment downhill.
• When water slows, it drops sediment. The biggest pieces drop first, so the sediment is sorted by size.
• Glaciers carry sediment too, but drop it all mixed together. These unsorted ridges are moraines.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“A cold front can turn a sunny afternoon into thunderstorms.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• The Sun heats Earth unevenly. Land warms faster than water, and warm air rises.
• Rising air expands and cools. When it cools to its dew point, water vapor condenses into a cloud.
• If the air at the ground cools to its dew point, the cloud forms right there: fog.
• Wind blows from higher pressure to lower pressure.
• Hurricanes get their energy from warm ocean water. Heat is released as water vapor condenses.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Greenhouse gases trap heat; more CO₂ means a warmer climate.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Earth takes in energy from sunlight and gives off heat as infrared. When these balance, temperature stays steady.
• Greenhouse gases, like carbon dioxide and water vapor, absorb some outgoing heat and send part of it back down.
• More CO2 traps more heat, so Earth warms.
• CO2 has risen from about 280 parts per million before the 1800s to over 420 today, mostly from burning fossil fuels.
• The water cycle moves water and energy: evaporation, condensation, precipitation, runoff and infiltration.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“The ocean absorbs a big share of the CO₂ that people release.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Carbon is stored in four places: the atmosphere, living things, the ocean, and rocks.
• Plants take CO2 out of the air by photosynthesis. Respiration and decay put it back.
• The ocean absorbs CO2 from the air. Shells and skeletons can become limestone.
• Rocks, like limestone, hold most of Earth's carbon. Fossil fuels are ancient carbon too.
• Burning fossil fuels moves that ancient carbon into the air much faster than it went in.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Tiny ocean microbes added much of the oxygen you breathe, billions of years ago.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Early Earth's air had almost no oxygen.
• Tiny ocean microbes, cyanobacteria, released oxygen by photosynthesis. They built layered mounds called stromatolites.
• Oxygen built up in the air about 2.4 billion years ago.
• Oxygen formed the ozone layer, which blocks most harmful ultraviolet light, so life could spread onto land.
• Plant roots hold soil and slow erosion.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Scientists use computer models to project sea-level rise for New York's coast.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• A climate model splits Earth into grid cells.
• In every cell, the computer applies the laws of physics for energy, air, water and ice.
• Scientists test a model by running it on the past and checking it against measurements.
• Projections give a range of futures, because future emissions and some processes are uncertain.
• Lower emissions lead to less projected warming. Human choices matter.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Long Island's drinking water comes from underground aquifers. Protecting them is sustainability.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Long Island's drinking water comes from underground aquifers.
• Renewable resources, like sunlight and wind, refill naturally. Nonrenewable ones, like coal and oil, took millions of years to form.
• Coastal hazards include storms, flooding and erosion. Rising seas make flooding worse.
• Engineers compare solutions, like dunes and sea walls, by cost, benefit, risk and impact.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“If Long Island pumps groundwater faster than rain refills it, salt water can seep into wells.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Under Long Island are layers of sand and gravel holding water: the Upper Glacial, Magothy and Lloyd aquifers.
• Rain and snowmelt soak down and recharge the aquifers.
• Wells pump that water up for drinking.
• Sustainable means pumping no faster than nature refills.
• Pump faster than recharge, and the water table drops. Salt water from the ocean can creep into wells.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.