Remote-Learning Programs
Asombro’s engaging, place-based, remote-learning programs are aligned to Next Generation Science Standards and Common Core State Standards. The programs are flexible, and the asynchronous lessons can be delivered through a variety of Learning Management Systems, such as Canvas and Google Classroom. Most or all of the cost of these programs is covered through grant funding and the generosity of Asombro donors.
For more information or to receive a remote-learning program for your class:
Stephanie Haan-Amato, s.haan-amato@asombro.org
Elementary Programs
Second Grade – Desert Stories
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The Desert Stories program engages students in science, math, and language arts activities around the fascinating topic of seed dispersal in the desert. Each of the three lessons in this module includes a short, engaging video introducing students to the topic and giving them instructions for completing a hands-on activity at home using the kit of materials supplied by Asombro.
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Next Generation Science Standards
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Fourth Grade – Let it Blow: Wind Erosion in the Desert
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Students learn about wind erosion in the desert and use a kit of materials supplied by Asombro to test the effects of three different types of ground cover on dust created by wind erosion. They then design and test their own engineering solution to reduce soil erosion by wind.
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Next Generation Science Standards
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.
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.
Fifth Grade – One Day in the Desert
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This online learning module contains five components: three interactive videos with instructions for hands-on activities and two additional assignments. The videos center on a guided reading of One Day in the Desert by Anna Keener. Students will follow Mariana and her classmates from Las Cruces, New Mexico as they take a field trip and learn about the unique plants, animals, history, and other features of the Chihuahuan Desert.
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Next Generation Science Standards
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Secondary Programs
Sixth through Twelfth Grade – Water Conservation Data Jam
Next Generation Science Standards
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Sixth through Eighth Grade – Backyard Biodiversity
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Students explore the biodiversity in their neighborhoods with a series of animal and plant studies using a kit of materials from Asombro and simple supplies from home. They then design and conduct their own experiment to measure species richness.
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Next Generation Science Standards
Science and Engineering Practices: Planning and Carrying Out Investigations; and Analyzing and Interpreting Data
Crosscutting Concepts: Patterns; and Cause and Effect
Disciplinary Core Ideas: Biodiversity and Humans
Seventh Grade – Creosote Bush Genetics: Do These Genes Make Me Look Big?
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Students investigate why creosotebushes are different sizes across the deserts of North America. They use experiments and data to test three hypotheses: is the size difference explained by genetics, precipitation, or both? Students measure real herbarium specimens online and construct an explanation to support their hypothesis.
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Next Generation Science Standards
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence growth of organisms.
Eighth Grade – Energy Transfers Around a Kangaroo Rat
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Students learn about energy as a crosscutting concept, applying “physical science” concepts of kinetic and potential energy to “life science” concepts like photosynthesis, metabolism, thermoregulation, and movement of organisms. Students will trace energy transfers around a kangaroo rat in the desert and then look for energy transfers around their homes.
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Next Generation Science Standards
MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Eighth Grade – Magnets and Migration
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Students investigate how magnetic fields appear in three dimensions around the Earth and design an experiment to discover where magnetic fields are the strongest around a bar magnet. They play a game to apply their knowledge of magnetic fields to bird migration.
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Next Generation Science Standards
MS PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
For more information or to receive a remote-learning program for your class:
Stephanie Haan-Amato, s.haan-amato@asombro.org