|Address||P.O. Box 219 Batavia, IL 60510|
Item #: AP9571
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.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
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-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
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-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
5-PS1-3. Make observations and measurements to identify materials based on their properties.
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.