|Address||P.O. Box 219 Batavia, IL 60510|
FlinnSTEM Premium Modules include an expanded set of materials available for in-depth student inquiry. Provides 32 hours of instruction. IMSA Fusion is a teacher professional development and student STEM enrichment program to maintain or increase student interest, involvement and literacy in science and mathematics. Empower your students with Flinn STEM curriculum modules powered by IMSA Fusion!
|Topic||Biological Toolkit||Climate Change: The Future Is Now||Dive In: Oceanographic Engineering||Mars: Manifest Destiny||Medieval: STEM Through the Middle Ages||Organized Sound: STEM in Music||Out of the Silo: Agronomic STEM|
|Grade Level||Grades 6–8||Grades 4–5||Grades 4–5||Grades 6–8||Grades 6–8||Grades 4–5||Grades 6–8|
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IMSA Fusion Premium Module Kits include an expanded set of materials available for in-depth student inquiry. Provides 32 hours of instruction. Includes materials for students, reproducible student content, detailed digitial teacher content and access to professional development videos about each activity (1-year access).
IMSA Fusion is a teacher professional development and student STEM curriculum program to maintain or increase student interest, involvement and literacy in science and mathematics. The learning experiences focus on helping students “learn how to learn” by emphasizing logical, mathematical and experimental scientific thinking with relatable topics. These curriculum modules focus on students in upper elementary through middle school as research has suggested that these teachers need more opportunities to gain content knowledge and students in these grades lose interest in science and math. IMSA Fusion is versatile to fit your learning environment and can be used as an after-school program or embedded in daily instruction as an elective or co-curricular. Units can provide content knowledge and hands-on experiences related to makerspace projects as well. Contact Flinn for district level pricing.
IMSA Fusion has found great success in many schools! Here is what one teacher had to say about the program:
“It seems that every year our biggest success is how the students learn to work together to problem solve these big ideas in IMSA. Their reaction to finding success in class is fantastic. They work very hard and very well together, as well as learning important skills like public speaking when they present their findings to the group.”
Here is what one student had to say about the program:
“Learning math and science is different from learning in class because it focuses on a more hands-on approach to things. In class, we focus more on tests and worksheets, while IMSA mixes things up.”
IMSA Fusion is recognized as a top program in the nation by Change the Equation: STEMWorks and as one of the top K–12 STEM Programs in America by the Bayer Corporation.
Contact Flinn for an individualized pricing quote.
The IMSA Fusion—Climate Change: The Future Is Now STEM curriculum Premium Module Kit engages students in a variety of investigations to help establish basic understandings regarding climate science literacy. Exploration through real-time and virtual experiments and the use of web-based applications as well as modeling and engineering experiences will help participants identify the facts, issues and actions they wish to take.
Module includes the following units:
• Unit 1: It’s the L.A.W.
• Unit 2: Where Next?
• Unit 3: The Greenhouse Effect
• Unit 4: Footprints
• Unit 5: Designer Bags?
• Unit 6: Lost Land
• Unit 7: A Day at the Beach
• Unit 8: Coral Reefs
• Unit 9: Tracking the Storm
• Unit 10: The Past, The Present, The Future
• Unit 11: Season Creep
• Unit 12: Raging Waters
• Unit 13: Let’s Go Shopping
• Unit 14: Storybook Solutions
• Unit 15: It’s Time You Know
For 20 students in grades 4–5.
MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and percapita consumption of natural resources impact Earth’s systems.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.