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Amplify and SFUSD Partnership

We recognize and respect the unique differences of each of our partnering districts—and that includes San Francisco USD.

Out of the box, Amplify Caminos offers districts a rich, comprehensive, research-based SELA experience. That said, no two districts are exactly alike. To that end, we are committed to working with San Francisco USD to ensure that Amplify Caminos addresses the needs of your community. This includes providing implementation guidance and support, as well as collaborating with your staff to determine which domains need to be modified or exchanged.

What is Amplify Caminos?

Amplify Caminos is a core Spanish language arts program for grades TK–5 that delivers:

  • Authentic instruction built from the ground up for the Spanish language.
  • A unique research-based approach truly built on the Science of Reading.
  • A combination of explicit foundational skills with meaningful knowledge-building.
  • Embedded support and differentiation that gets all students reading grade-level texts together.
  • Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.



Watch the video below to learn more about Amplify Caminos for Grades K–2.



Watch the video below to learn more about Amplify Caminos for Grades 3–5.

How does Amplify Caminos work?

Amplify Caminos is built on the science of how kids learn to read—in Spanish.

Amplify Caminos is all about helping you teach students how to read, all while giving them authentic and engaging reasons to read. That’s why Amplify Caminos develops foundational skills and builds knowledge in tandem.

  • Knowledge: Through complex and authentic Spanish read-alouds with an emphasis on classroom interactivity, oral comprehension, and contextual vocabulary, students start to build their awareness of the world around them—and the way the reading skills they’re building give them access to it.
  • Skills: Starting with the sounds at the core of the Spanish
    language, students practice their phonemic awareness, handwriting skills, vocabulary, spelling, and grammar. Through daily practice, students become aware of the connection between reading and writing, building confidence as they go.
Illustration depicting the flow of genetic information, represented by ribbons transitioning from dna to rna, connected to various educational images and diagrams.

Respecting the development differences between grade ranges, Amplify Caminos teaches foundational skills and background knowledge as two distinct strands in grades K–2, and combines them into one integrated strand in grades 3–5.

Grades K–2:
Every day, students in grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Amplify Caminos Lectoescritura strand, as well as one full lesson that builds robust background knowledge to access complex text in the Amplify Caminos Conocimiento strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

Grades 3–5:
In grades 3–5, the Amplify Caminos Lectoescritura and Conocimiento strands are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.

What do Amplify Caminos students explore?

Amplify Caminos builds students’ knowledge about the world.

In addition to teaching all students to crack the written code (which is vital for equity), the Amplify Caminos program helps students see the strengths and experiences we all share while celebrating their own unique identities and experiences.

This is accomplished through the exploration of topics and text that feature people who resemble students and familiar situations or experiences while also exposing them to people whose appearances, lives, beliefs, and backgrounds differ from their own.
 

Engaging domains

Amplify Caminos builds knowledge coherently across subjects and grades.

Throughout the program, students use their skills to explore domains that relate to storytelling, science, and the history of our world as seen through the eyes of many different groups.

Carefully selected to build from year-to-year, our grade-appropriate topics help students make and deepen connections while also reading, writing, and thinking creatively and for themselves.

Curriculum flowchart for Kindergarten to Grade 5, showing subject progression in language, science, and social studies, with highlighted and connected units.

New Knowledge Research Units for Grades K–5

Our brand-new Knowledge Research units carry forward Amplify Caminos’ powerful and proven instructional approach while also:

  • Adding more diversity. The rich topics and highly visual components featured in these units provide students with even more “windows and mirrors” and perspectives as they work to build knowledge.
  • Adding more authentic literature. Each new research unit revolves around a collection of high-interest authentic trade books that will spark more curiosity and inspire more inquiry.
  • Adding more flexibility. Units can be implemented for extended core instruction during flex periods, district-designated Pausing Points, or enrichment periods.

Units cover a variety of rich and relevant topics:

With these new units, students will soar to new heights with Dr. Ellen Ochoa, Amelia Earhart, and the Tuskegee Airmen. They’ll feel the rhythm as they learn about Jazz legends Miles Davis, Tito Puente, and Duke Ellington. And they’ll explore the far reaches of the world with Jacques Cousteau, Matthew Henson, and Eugenie Clark.

  • Grade K: El arte y el mundo que nos rodea
  • Grade 1: Cuentos de aventuras: relatos desde los confines de la Tierra
  • Grade 2: ¡A volar! La era de la aviación
  • Grade 3: Jazz y más
  • Grade 4: Energía: pasado, presente y futuro
  • Grade 5: Más allá de Juneteenth: de 1865 al presente

Units will be made available in English and Spanish, and will include the following components:

Why we added this unit:
“Every child is an artist,” said Picasso, meaning that every child uses art to explore and understand the world around them. El arte y el mundo que nos rodea honors that truth by introducing Kindergarten students to some of the ways in which artists have explored and understood the world around them.

This domain introduces students to artists from different time periods, countries, and cultures. Throughout the unit, students learn about different kinds of art and how artists use the world around them as they make art. They also connect this to what they have already learned about the earth, plants, and animals in other Caminos domains: Granjas, Plantas, and Cuidar el planeta Tierra. In addition, students connect this to what they have learned about sculptors in the Presidentes y símbolos de los Estados Unidos domain. As they explore different artists and artistic traditions, they develop their ideas about how humans are connected to each other and to the world around them.

As you read the texts in this unit, students may observe ways in which the characters or subjects are both similar to and different from students. This is a good opportunity to teach students awareness and sensitivity, building on the idea that all people share some things in common, even as they have other things that make them unique. This unit also offers an excellent opportunity to collaborate with your school’s art teacher, as many lessons have suggested activities to help students understand the kind of art they are studying.

Within this unit, students have opportunities to:

  • Use details to describe art.
  • Identify three ways to create art.
  • Identify characteristics of cave art.
  • Sequence the steps of making pottery.
  • Describe how artists can create work connected to the world around them.
  • Describe what makes Kehinde Wiley’s portraits unique.
  • Explain how the texture of a surface can affect artwork created on it.
  • Explain what a sculpture is.
  • Describe what makes James Turrell’s artwork about the sky unique.
  • Explain what a museum is and what kinds of things you can see or do there.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • Georgia O’Keeffe por Erica Salcedo
  • Yayoi Kusama: De aquí al infinito por Sarah Suzuki
  • Tejedora del arcoíris por Linda Elovitz Marshall
  • Las tijeras de Matisse por Jeanette Winter
  • El museo por Susan Verde
  • Quizás algo hermoso: Cómo el arte transformó un barrio por F. Isabel Campoy

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
This domain introduces students to adventure stories set around the world and challenges students to dig into the adventures through research. By listening to the Read-Alouds and trade books, students increase their vocabulary and reading comprehension skills, learn valuable lessons about perseverance and teamwork, and become familiar with gathering information for research.

In this unit, students study the careers of real-world explorers Dr. Eugenie Clark and Sophia Danenberg, marvel at the inventions of Jacques Cousteau, think critically about how teamwork and collaboration can make greater adventures possible, learn about the science and technology that enable adventures, and research some of the ways humans have confronted challenges at the edges of the world, from the oceans below to space above.

Each lesson in the domain builds students’ research skills as they ask questions, gather information, and write a paragraph about their findings. Students share what they have learned about adventures in an Adventure Gallery Walkthrough. By taking on the persona of one of the adventurers they meet in the Read-Alouds and trade books, students deliver their final paragraphs as if they are a “speaking portrait” of that person. Students are invited to dress up as that adventurer if they desire.

In addition, teachers can set aside time outside the instructional block to create the picture frames students will hold as they present to the Adventure Gallery Walk guests. Frames can be made from shirt boxes, cardboard, construction paper, or any art supplies that are on hand. This might be an opportunity to collaborate with the school’s art department if resources are available. Another option is to ask students to make their frames at home with their caregivers. On the day of the Adventure Gallery Walk, students will be the hosts and take on specific jobs, such as welcoming the guests, describing their work throughout the unit, and pointing out the areas of study on the domain bulletin board. You can find a complete list of student jobs in Lesson 13.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in the previous grade.

  • Rimas y fábulas infantiles (Kindergarten)
  • Cuentos (Kindergarten)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Cuentos de aventuras: relatos desde los confines de la Tierra. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • My Name Is Gabito/Me llamo Gabito por Monica Brown
  • Galápagos Girl/Galapagueña por Marsha Diane Arnold
  • My Name Is Gabriela/Me llamo Gabriela por Monica Brown
  • El viaje de Kalak por María Quintana Silva y Marie-Noëlle Hébert
  • Señorita Mariposa por Ben Gundersheimer
  • Sharuko, el arqueólogo peruano/Peruvian Archaeologist Julio C. Tello por Monica Brown
  • Abuelita fue al mercado por Stella Blackstone

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
With this domain, students head up, up, and away with an introduction to the soaring history of aviation. Students learn the stories of early aviators, such as the Montgolfier brothers, the Wright brothers, Aida de Acosta, and Amelia Earhart.

During the unit, students study the science of flight, including the physics concept of lift, and research the social impacts of the world of flight. Finally, students let their research skills take flight as they explore key figures from the world of aviation.

The lessons in this domain build on earlier Grade 2 Caminos domains about the westward expansion, early Greek civilizations, and Greek myths, and lay the foundation for learning about other periods of world history in future grades.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered earlier in the year.

  • La civilización griega antigua (Grade 2)
  • Mitos griegos (Grade 2)
  • La expansión hacia el oeste (Grade 2)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in ¡A volar! La era de la aviación. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • ¡A volar! Todo sobre aviones por Jennifer Prior
  • Amelia sabe volar por Mara dal Corso
  • Héroes de la aviación que cambiaron el mundo por Dan Green
  • El niño que alcanzó las estrellas por José M. Hernández
  • La niña que aprendió a volar por Sylvia Acevedo
  • Buenas Noches Capitán Mamá por Graciela Tiscareño-Sato

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
This domain teaches students about the vibrant music, poetry, and culture of the Jazz Age in the United States. Students learn about famous writers and musicians like Langston Hughes, Louis Armstrong, Billie Holiday, Melba Liston, Tito Puente, and Miles Davis. They study how the jazz art form took root in the South, then spread to the North to become the sound of the Harlem Renaissance, eventually connecting people around the world in musical expression.

During this unit, students perform guided research to further explore both the history of jazz and what jazz is today. They develop research skills and then use those skills to find deeper connections between the stories and music of the Jazz Age and music today. As students learn about the world of jazz, they collaborate and share ideas with their classmates. They also practice sharing feedback focused on their written work, and, at the end of the unit, students present their research to the group.

The lessons give students opportunities to dive into the rhythms and stories of jazz, utilizing the knowledge sequence in this unit to:

  • Collaboratively generate research questions about jazz, jazz musicians, contemporary musicians from the state where they live or have lived, and the evolution of jazz music.
  • Utilize Read-Alouds, independent reading, and partner reading to learn about the Jazz Age, the Harlem Renaissance, jazz music, and biographies of celebrated jazz musicians and writers.
  • Research the answers to their generated questions, gather information, write a short research essay about a famous jazz musician, write a short essay about a contemporary musician from the state where they live or have lived, and give a presentation about their research.

How this unit builds knowledge:
Within this unit, students have opportunities to:

  • Ask relevant questions and make pertinent comments
  • Identify details in texts
  • Determine key ideas of texts by evaluating details
  • Make text-based inferences
  • Generate questions based on prior knowledge and gathered information
  • Synthesize details across texts to demonstrate comprehension
  • Discuss and explain an author’s purpose
  • Identify and cite reliable primary and secondary sources of information
  • Compose a well-organized and focused informative essay
  • Make connections between topics
  • Present information using appropriate media

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • ¡Esquivel! Un artista del sonido de la era espacial por Susan Wood
  • Ray Charles por Sharon Bell Mathis
  • Tito Puente, el Rey del Mambo por Monica Brown
  • Me llamo Celia, la vida de Celia Cruz por Monica Brown
  • ¡Azúcar! por Ivar Da Coll

In this unit, students also read the poem “Harlem” by Langston Hughes. (Available for free through the Academy of American Poets website and the Poetry Foundation website, with recorded audio available through the website for John Hancock College Preparatory High School.)

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
With this domain, students become tomorrow’s problem solvers in this study of energy in the United States. Analytical reading skills are developed by examining the challenges of early energy innovators. Students then read about current energy practices and young energy change-makers across the world.

Throughout the unit, students conduct research into different sources of energy and present a proposal, putting them in the shoes of future energy innovators. They also use the knowledge sequence in this unit to:

  • Collaboratively analyze texts to identify cause-effect and problem-solution relationships.
  • Generate questions and conduct research about energy.
  • Write an opinion essay making their case for a fuel of the future.
  • Create energy proposals using primary and secondary resources.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades as well as earlier in the year.

  • Plantas (Grade K)
  • La historia de la Tierra (Grade 1)
  • ¡Eureka! Estudiante inventor (Grade 4)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Energía: pasado, presente y futuro. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • La historia de los combustibles fósiles por William B. Rice
  • El niño que domó el viento por William Kamkwamba y Bryan Mealer

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
Within this domain, Students learn about General Granger’s announcement in Galveston, Texas on June 19, 1865, a day marked in history as Juneteenth. Texts and multimedia sources will support foundational knowledge-building about the end of slavery in the United States. A review of the first freedom announcement, President Lincoln’s Emancipation Proclamation, provides students with background knowledge to further emphasize the significance of Juneteenth in American history.

This unit also takes students on a journey beyond Juneteenth, as they study specific contributions of African Americans from 1865 to the present day. Students participate in a virtual field trip to Emancipation Park in Houston, Texas and use the knowledge sequence in this unit to:

  • Collaboratively generate research questions about Juneteenth, The Great Migration, innovators and inventors, education, the humanities, activists, and allies.
  • Use Read-Alouds, independent, and partner reading to learn about African American contributions from 1865 to the present.
  • Research to find answers to their generated questions, gather information, and write a four-chapter Beyond Juneteenth book.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades.

  • Los nativos americanos (Grade K)
  • Una nueva nación: la independencia de los Estados Unidos (Grade 1)
  • La Guerra Civil de los Estaods Unidos (Grade 2)
  • La inmigración (Grade 2)
  • Los nativos americanos (Grade 5)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Más allá de Juneteenth: de 1865 al presente
. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • Martí’s Song for Freedom/Martí y sus versos por la libertad escrito por Emma Otheguy
  • ¡Celebremos Juneteenth! escrito por Carole Boston Weatherford
  • Side by Side/Lado a Lado: The Story of Dolores Huerta and Cesar Chavez/La Historia de Dolores Huerta y César Chávez escrito por Monica Brown
  • Canto de alabanza para el día: Poema para la ceremonia inaugural del mandato de Barack Obama escrito por Elizabeth Alexander, traducido por Rodrigo Rojas

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Diverse texts

Amplify Caminos puts a variety of texts in the hands of students every day.

Amplify Caminos includes both transadaptations and authentic texts written by Latin American and Spanish authors. In addition to featuring a diverse range of authors and topics, our texts represent individuals and characters with a broad range of identity factors, including socioeconomic status, age, ability, race, ethnicity, country of origin, religion, and more.

Amplify Caminos texts include:

  • Authentic literature: Authentic literature exposes students to a variety of text types and perspectives to deepen their knowledge of fascinating topics in social studies, science, literature, and the arts. Authentic texts support text-to-self, text-to-world, and text-to-text connections for readers.
  • Decodable Student Readers: Amplify Caminos is built on the conviction that equitable instruction is vital to an effective program. Decodable Student Readers at grades K–2 are newly re-designed to celebrate students’ diverse experiences and feature individuals with a broad range of identity factors, including socioeconomic status, age, ability, race, ethnicity, country of origin, religion, and more.
  • ReadWorks® texts: Amplify and ReadWorks have partnered to deliver high-quality texts curated to support the Amplify Caminos Knowledge Sequence and to extend student learning. Texts include high-interest nonfiction articles in topics in social studies, science, literature, and the arts. These texts are accompanied by vocabulary supports and standards-aligned formative assessment opportunities. Teachers can monitor their students’ progress using the ReadWorks reporting features.
Three book covers displaying children's books in spanish, each featuring colorful and stylized illustrations related to cultural stories.

Amplify Caminos Trade Book Collection Guide

Each book in our authentic literature collection was selected specifically to support and enhance the content of the K-2 Conocimiento Strand. These anchor texts are intended for use as an introduction to each domain—engaging students, piquing their curiosity, and building initial background knowledge—before diving into the deeper content of the domain Read-Alouds.

Every trade book has an instructional guide that includes the following:

  • Author and illustrator
  • Book summary
  • The Essential Question of the Knowledge domain, connecting the book to the domain
  • Key Tier 2 and Tier 3 vocabulary words found in the book
  • A group activity to reinforce and extend students’ knowledge and understanding
  • A performance task to help gauge students’ comprehension of concepts in the text
  • Writing prompts to expand understanding and critical thinking
  • Text complexity ratings and descriptors for quantitative, qualitative, and reader/task categories

Download the Amplify Caminos Trade Book Collection Guide for Grades K–2.

Detailed information about text complexity ratings and descriptors; additional uses for the books before, during, and after domain instruction; and the complete list of domains and books for each grade level can be found in the More About the Books section of this guide.

What makes Amplify Caminos different?

Built on the Science of Reading

Built out of the latest research in the Science of Reading, Amplify Caminos delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades K–2 with an integrated approach to explicit instruction in grades 3–5.

Three connected orange blocks labeled

Explicit systematic skills instruction

The skills instruction in Amplify Caminos was distinctly developed with the Spanish language in mind. Its foundational lessons are specific to the language, rather than a direct translation from Amplify CKLA’s English skills instruction.

Reading instruction begins with the vowels first, then the most common consonants, and finally the least common consonants. Students will blend and segment sounds to form syllables, and syllables to form words.

Although Spanish has a highly predictable orthography, there are a few silent letters (h is always silent, u is silent after g or q), as well as letters that can make different sounds, depending on the letters that follow them. For that reason, syllables with these letters are taught somewhat later in the progression. The same is true for syllables with infrequently occurring consonants, such as z, k, x, and w.

Coherent knowledge instruction

While students are learning how to read, the Conocimiento strand gives them authentic and engaging reasons to read.

Amplify Caminos uses spiral learning to reinforce every student’s ability to develop skills like reading, writing, speaking, and listening in Spanish that can be transferred to English. As students engage with their lessons, they explore the similarities and differences in grammar, vocabulary, writing, and language use between Spanish and English. This bridge helps students learning two languages to strengthen their knowledge in both.

Through cross-curricular content, students explore units that relate to storytelling, science, and the history of our world in a holistic and thoughtful way. With these units, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.

A collage of illustrated book covers, including themes of Don Quixote, space exploration, and anthropomorphic animals in various scenarios, all enriched with Spanish language elements.

Embedded differentiation for all learners

Amplify Caminos provides built-in differentiation strategies and supports in every lesson.

  • Apoyo a la enseñanza y desafío: Support and Challenge suggestions in every lesson provide assistance or opportunities for more advanced work toward the goal of the lesson.
  • Notas culturales: These point-of-use notes provide additional information about the traditions, foods, holidays, word variations, and more from across the Spanish-speaking world.
  • Apoyo adicional: Every lesson in the Lectoescritura (Skills) Strand provides additional support activities suggested to reinforce foundational skills instruction. These activities can be given to any student who requires extra help, including students with special needs.

Systematic and cohesive writing instruction

Writing instruction in Amplify Caminos builds systematically and cohesively within and across grades.

In Grades K-2, writing mechanics—including handwriting and spelling—are taught in the Amplify Caminos Lectoescritura strand. Starting in Grade 1, instruction includes four steps in the writing process: planning, drafting, editing, and publishing and features lessons that have modeling, collaboration, and sharing. As students gain skills and confidence, they are able to take on more of these steps independently. Students learn to use planning techniques, including brainstorming and graphic organizers.

Beginning in Grade 4, the Amplify Caminos writing process expands to also include sharing and evaluating. In Grades 4 and 5, the writing process is no longer conceptualized as a series of scaffolded, linear steps (an important change from the Grade 3 writing process). Rather, students move between components of the writing process in a flexible manner, similar to the process mature and experienced writers follow naturally.

young male students writing with a pencil

Amplify Caminos’ writing instruction provides a clear progression through the text types in each grade.

Because Amplify Caminos has two strands of lessons in Grades K-2, Lectoescritura and Conocimiento, students are exposed to both narrative and informational texts throughout the year. In Grades 3-5, the integrated units feature study in literary, informational, or a mix of both types of texts, depending on the content of the unit.

  • Grades K–2 introduce and establish the key elements of each text type, allowing students to gain comfort and confidence writing narratives, opinions, and informative texts. This enables students to practice thinking about content in different ways, offering more depth and breadth to their understanding of core content and of the writing text types.
  • By Grade 3, students will have gained significant practice in narrative, opinion/argumentative, and informational/explanatory forms of writing and will continue to apply those skills through Grade 5.

How does Amplify Caminos integrate with the other parts of the literacy system?

Amplify Caminos + mCLASS® Lectura

Achieve complete parity between English and Spanish assessments with mCLASS Lectura for K–6. mCLASS Lectura allows teachers to connect with their Spanish-speaking students face-to-face, one-on-one, and in the language most comfortable to them. The result? Valid and reliable student data reports
available in both English and Spanish, enabling teachers to pinpoint where their Spanish-speaking or emergent bilingual students really are in their skill development and what instruction to prioritize.

Reading assessment validated for benchmark, progress monitoring, and dyslexia screening

Amplify Caminos + Amplify Reading

Amplify Reading is an engaging, adaptive digital program that extends the learning in Amplify Caminos. Amplify Reading offers support to a large sub-group of English learners (ELs) through Spanish voice-over. Spanish voiceover instructions are available in vocabulary and sentence-level comprehension games so ELs can build their vocabulary, language, and critical comprehension skills before moving into analyzing complex texts

Spanish Support

Demo access and sample materials

Ready to explore on your own? First, watch the videos below to learn about the program’s components and how to navigate the digital platform.

Physical materials walkthrough video



Digital navigation video

Demo access

Next, follow the instructions below to access your demo account.

Laptop screen displaying a login page for
  • Click the CKLA and Caminos Demo button below.
  • Select Log in with Amplify.
  • To explore as a teacher, enter this username: t1.sfusdreviewer@demo.tryamplify.net
  • To explore as a student, enter this username: s1.sfusdreviewer@demo.tryamplify.net
  • Enter the password: Amplify1-sfusdreviewer
  • Click the Programs and apps menu
  • Select CKLA Teacher Resource Site
  • Select the desire grade level
  • Use the toggle to switch between English (CKLA) and Spanish (Caminos) resources.
CKLA and Caminos Demo

Sample materials

Finally, click on the grade levels below to explore your requested sample units.

Each book in our authentic literature collection was selected specifically to support and enhance the content of the K-2 Conocimiento Strand. These anchor texts are intended for use as an introduction to each domain—engaging students, piquing their curiosity, and building initial background knowledge—before diving into the deeper content of the domain Read-Alouds.

Every trade book has an instructional guide that includes the following:

  • Author and illustrator
  • Book summary
  • The Essential Question of the Knowledge domain, connecting the book to the domain
  • Key Tier 2 and Tier 3 vocabulary words found in the book
  • A group activity to reinforce and extend students’ knowledge and understanding
  • A performance task to help gauge students’ comprehension of concepts in the text
  • Writing prompts to expand understanding and critical thinking
  • Text complexity ratings and descriptors for quantitative, qualitative, and reader/task categories

Download the Amplify Caminos Trade Book Collection Guide for Grades K–2.
Detailed information about text complexity ratings and descriptors; additional uses for the books before, during, and after domain instruction; and the complete list of domains and books for each grade level can be found in the More About the Books section of this guide.

Conocimiento Strand:

Lectoescritura Strand:

Conocimiento Strand:

Lectoescritura Strand:

Integrated Strand

Additional resources

MTSS vs. RTI in literacy instruction: What’s the difference?

MTSS, RTI, SoR—it seems that teaching students to read requires educators to be literate in an ever-growing number of frameworks, approaches, systems, and types of developmental reading assessment and educational intervention.

It’s understandable, then, that not all educators know the differences and nuances among these terms, or that they may use them interchangeably or to mean one thing, when they actually mean another.

So, what is MTSS? What is RTI? What is MTSS vs. RTI? That is: What is the difference between an MTSS framework and RTI? What roles do they play in structured literacy? How are they informed by the Science of Reading (SoR)?

We’re here to help you sort it all out.

First, the core definitions

Science of Reading: As we described in an earlier post, the Science of Reading refers to the pedagogy and practices that extensive research has found to be most effective for teaching children to read.

And it’s not just optimism—it’s science. With explicit, systematic instruction, all students can learn to read at or near grade level.

When implemented in a classroom, the Science of Reading is part of a system—one that aligns with a Multi-Tiered System of Supports (MTSS).

MTSS (Multi-Tiered System of Supports): The Center on Multi-Tiered System of Supports offers this go-to definition: “A multi-tiered system of supports is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective.”

Its four defining components are as follows:

  1. Screening
  2. Progress monitoring
  3. Establishing a multi-level prevention system
  4. Making data-based decisions

RTI (Response to Intervention): The very name of RTI shows that it’s a response to an identified problem. Actually, it’s a process and series of academic responses that use data to pinpoint and address the specific challenges of struggling students.

MTSS and RTI are similar in that “they are both problem-solving models,” notes Dr. Brittney Bills, curriculum coordinator at Grand Island Public Schools, speaking with host Susan Lambert on a recent episode of Amplify’s Science of Reading: The Podcast.

Now, the fundamental differences

MTSS and RTI are similar, and can be related—even intertwined. But they are not interchangeable.

  1. RTI is part of an MTSS framework—not the other way around. “MTSS is that broader umbrella,” says Nancy Nelson, assistant professor of special education at Boston University, in our webinar Data-driven Instruction Within an MTSS Framework: The key to implementing the Science of Reading.
  2. MTSS starts with all students. “With the MTSS model, the thought is that the universal tier is the first intervention for all students,” says Dr. Bills, referring to the curriculum, instruction, and assessments provided to all students at a given grade level. We can ask: “What does our data demonstrate that our students need within that universal tier? And how can we apply evidence-based practices, as they relate to the Science of Reading, to beef up opportunities for our students there first? Then it’s a layering-on of supports and problem-solving at those other layers, the targeted and intensive tiers, after that.”
  3. MTSS supports prevention. This distinction goes hand in hand with those already mentioned. We start universal, then identify issues. Though RTI is necessary and effective, MTSS has the aim, and the capacity, to both get at-risk readers back on track and prevent the need for intervention down the line. “It’s proactive and preventative,” says Dr. Bills.

Putting it all together

Amplify’s early literacy suite aligns instruction using the Science of Reading. Blending instruction and knowledge-building (Amplify CKLA and Boost Reading, formerly Amplify Reading) with assessment and intervention as needed (mCLASS®), the system works with both MTSS and RTI models.

Where you can learn more

Amplify’s Science of Reading: The Podcast’s MTSS playlist

Webinars:

Introducing the 2024 Science of Reading Star Awards

There’s more than one way to name a star. You can honor someone you admire by symbolically attaching their name to a star in the night sky…or you can nominate a teacher you admire or a district lighting the way for students for Amplify’s third annual Science of Reading Star Awards!

As we like to say, it takes a constellation of people to help children learn to read—from district leadership to student families, and from inside the classroom to out there the real world. It also takes science—specifically, the science of teaching reading. And it takes leaders who can successfully lead their district in the shift to a curriculum grounded in the Science of Reading, educators who thoughtfully connect students and their families to the impact of the Science of Reading, and teachers who artfully use evidence-based reading instruction to light the way for their students.

We want to celebrate all of these Science of Reading stars!

That’s why we created the Science of Reading Star Awards. Read on for more information about them, including how to nominate someone (or an entire school or district) for the awards. (And if you’re already ready to nominate a star, go right ahead!)

Honoring stellar educators, leaders, schools, and districts in the Science of Reading

We launched this awards program in 2021—a year when schools, educators, and students were still working to bounce back from pandemic challenges and into a new normal. Even then, educators drove change, leading their school communities on a journey to the Science of Reading.

Our awards program honors educators who advocate for and champion the Science of Reading in their classrooms, schools, and districts. They generate buy-in. They inspire their peers and students. They successfully bring research-based materials, phonics instruction, and foundational literacy skills into their approaches—and have remarkable gains to show for it.

These award-worthy educators can include/have included:

  • Teachers who’ve connected with their students and served as role models for their colleagues by applying the Science of Reading.
  • Principals or district leaders who’ve supervised a successful shift to the Science of Reading in many classrooms across several grades.
  • Schools or districts that are driving changes and seeing incredible results using the Science of Reading.

Meet (and learn from) some of our previous winners!

Javonna L. Mack, Lead Content Teacher, Caddo Parish Schools, LA

Award: Changemaker

How did it feel to be selected as a Star Award finalist?

I was and am still over-the-moon excited about being selected as an Amplify Changemaker Star Award finalist. I was very humbled by becoming the winner. It is an amazing feeling of accomplishment when you receive awards. It has become a hallmark of the hard work I have done in my district to support our push in the Science of Reading.

Do you have any advice for educators submitting to the Science of Reading Star Awards for the first time?

Make sure to tell your story. Be clear and concise. Remember to be reflective of all the ways that you have supported your district. I advise that you speak with your peers and gain feedback as to the ways that you have impacted the work they do. Detail your support. Be unique and track and celebrate your achievements.

Shennoy Barnett, Kindergarten Teacher, Johnston County Public Schools, NC

Award: Data Dynamo

How did it feel to be selected as a Star Award finalist?

It was an amazing feeling even to be considered as a semi-finalist, and an even greater one to be selected as a winner, given that it was my first year using the tool.

Do you have any advice for educators submitting to the Science of Reading Star Awards for the first time?

Your hard work and dedication with your students through [the] Science of Reading will tell your story. Even if you are not selected as a finalist, you are still a winner as you are using an amazing tool and touching the lives of your students.

Anila Nayak, Instructional Coach, Intervention Teacher, Los Angeles Unified School District, CA

Award: Science of Reading Superstar Teacher

How did it feel to be selected as a Star Award finalist?

I felt exhilarated at first and later responsible for sharing my learning about how best to teach children to read. It certainly made me more energized to work harder and continue to improve my practice. The award validated my efforts and steered my obsession to become an efficient and knowledgeable reading teacher.

Do you have any advice for educators submitting to the Science of Reading Star Awards for the first time?

Write your compelling narrative about the impact you make each day in the lives of young readers who need you most. You have the tools to reach students who may be struggling but just have not been reached yet. Tell about how you evolved into an expert despite challenges and how learning about the best ways to teach is an absolutely rich experience. After all, you are impacting so many students through your work. Show your pride, because you are doing important work. The Awards journey opens you up to a community of experts and makes you feel a part of new horizons; you get to listen to many experts and read about the new knowledge that is impacting our understanding of how literacy grows.

You can meet all of our 2023 winners here. Their stories and perspectives may help you discover how you can drive change in your classroom, school, and district with the Science of Reading!

Nominate a Science of Reading star!

Inspired? Now think of the educators in your world—especially those devoted to literacy. Do you know someone who has transformed their classroom and empowered their students with the Science of Reading? (And yes, this person might be you!) How about a school or district that has established strong evidence-based practices and seen incredible results? We also have new categories this year to honor both the traditional and less traditional Science of Reading champions!

Submit your nomination for the 2024 Science of Reading Star Awards by Feb. 15!

All award winners will receive:

The grand prize winner in the District and School categories will receive a regional event hosted by Amplify. The grand prize winner in the Individual category will be given full conference registration and associated travel costs to NCTE in Boston, in Nov. 2024.

Learn more:

Amplify Caminos for SFUSD

Amplify Caminos is an authentic elementary Spanish language arts program. Like its English language counterpart, Amplify CKLA, Amplify Caminos provides explicit, systematic foundational skills instruction sequenced with deep knowledge-building content to foster comprehension. When used with Amplify CKLA, Amplify Caminos provides full parity across English and Spanish that’s suitable for any dual language implementation model.

Colorful illustration featuring a child in traditional Andean clothing, tropical plants, a volcano, a toucan, a horse rider, and the word "Gracias!" written in Spanish.

Amplify and SFUSD Partnership

We recognize and respect the unique differences of each of our partnering districts—and that includes San Francisco USD.

Out of the box, Amplify Caminos offers districts a rich, comprehensive, research-based SELA experience. That said, no two districts are exactly alike. To that end, we are committed to working with San Francisco USD to ensure that Amplify Caminos addresses the needs of your community. This includes providing implementation guidance and support, as well as collaborating with your staff to determine which domains need to be modified or exchanged.

What is Amplify Caminos?

Amplify Caminos is a core Spanish language arts program for grades TK–5 that delivers:

  • Authentic instruction built from the ground up for the Spanish language.
  • A unique research-based approach truly built on the Science of Reading.
  • A combination of explicit foundational skills with meaningful knowledge-building.
  • Embedded support and differentiation that gets all students reading grade-level texts together.
  • Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.

Watch the video below to learn more about Amplify Caminos for Grades K–2.

Watch the video below to learn more about Amplify Caminos for Grades 3–5.

How does Amplify Caminos work?

Amplify Caminos is built on the science of how kids learn to read—in Spanish.

Amplify Caminos is all about helping you teach students how to read, all while giving them authentic and engaging reasons to read. That’s why Amplify Caminos develops foundational skills and builds knowledge in tandem.

  • Knowledge: Through complex and authentic Spanish read-alouds with an emphasis on classroom interactivity, oral comprehension, and contextual vocabulary, students start to build their awareness of the world around them—and the way the reading skills they’re building give them access to it.
  • Skills: Starting with the sounds at the core of the Spanish
    language, students practice their phonemic awareness, handwriting skills, vocabulary, spelling, and grammar. Through daily practice, students become aware of the connection between reading and writing, building confidence as they go.
A diagram illustrating reading development as intertwined strands: language comprehension and word recognition, progressing from basic skills to increasingly strategic and automatic reading.

Respecting the development differences between grade ranges, Amplify Caminos teaches foundational skills and background knowledge as two distinct strands in grades K–2, and combines them into one integrated strand in grades 3–5.

Grades K–2:
Every day, students in grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Amplify Caminos Lectoescritura strand, as well as one full lesson that builds robust background knowledge to access complex text in the Amplify Caminos Conocimiento strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

Grades 3–5:
In grades 3–5, the Amplify Caminos Lectoescritura and Conocimiento strands are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.

What do Amplify Caminos students explore?

Amplify Caminos builds students’ knowledge about the world.

In addition to teaching all students to crack the written code (which is vital for fairness), the Amplify Caminos program helps students see the strengths and experiences we all share while celebrating their own unique identities and experiences.

This is accomplished through the exploration of topics and text that feature people who resemble students and familiar situations or experiences while also exposing them to people whose appearances, lives, beliefs, and backgrounds differ from their own.

Engaging domains

Amplify Caminos builds knowledge coherently across subjects and grades.

Throughout the program, students use their skills to explore domains that relate to storytelling, science, and the history of our world as seen through the eyes of many different groups.

Carefully selected to build from year-to-year, our grade-appropriate topics help students make and deepen connections while also reading, writing, and thinking creatively and for themselves.

Curriculum flowchart showing reading themes and activities from Kindergarten to Grade 5, organized by grade level and literary theme, with interconnected boxes for each topic.

New Knowledge Research Units for Grades K–5

Our brand-new Knowledge Research units carry forward Amplify Caminos’ powerful and proven instructional approach while also:

  • Adding more content for students from all walks of life. The rich topics and highly visual components featured in these units provide students with even more “windows and mirrors” and perspectives as they work to build knowledge.
  • Adding more authentic literature. Each new research unit revolves around a collection of high-interest authentic trade books that will spark more curiosity and inspire more inquiry.
  • Adding more flexibility. Units can be implemented for extended core instruction during flex periods, district-designated Pausing Points, or enrichment periods.

Units cover a variety of rich and relevant topics:

With these new units, students will soar to new heights with Dr. Ellen Ochoa, Amelia Earhart, and the Tuskegee Airmen. They’ll feel the rhythm as they learn about Jazz legends Miles Davis, Tito Puente, and Duke Ellington. And they’ll explore the far reaches of the world with Jacques Cousteau, Matthew Henson, and Eugenie Clark.

  • Grade K: El arte y el mundo que nos rodea
  • Grade 1: Cuentos de aventuras: relatos desde los confines de la Tierra
  • Grade 2: ¡A volar! La era de la aviación
  • Grade 3: Jazz y más
  • Grade 4: Energía: pasado, presente y futuro
  • Grade 5: Más allá de Juneteenth: de 1865 al presente

Units will be made available in English and Spanish, and will include the following components:

  • Teacher Guide
  • Student Activity Books
  • Image Cards
  • Trade Book Collection
  • Digital Components (for Grades K–3 and Grade 5 only)

Why we added this unit:
“Every child is an artist,” said Picasso, meaning that every child uses art to explore and understand the world around them. El arte y el mundo que nos rodea honors that truth by introducing Kindergarten students to some of the ways in which artists have explored and understood the world around them.

This domain introduces students to artists from different time periods, countries, and cultures. Throughout the unit, students learn about different kinds of art and how artists use the world around them as they make art. They also connect this to what they have already learned about the earth, plants, and animals in other Caminos domains: Granjas, Plantas, and Cuidar el planeta Tierra. In addition, students connect this to what they have learned about sculptors in the Presidentes y símbolos de los Estados Unidos domain. As they explore different artists and artistic traditions, they develop their ideas about how humans are connected to each other and to the world around them.

As you read the texts in this unit, students may observe ways in which the characters or subjects are both similar to and different from students. This is a good opportunity to teach students awareness and sensitivity, building on the idea that all people share some things in common, even as they have other things that make them unique. This unit also offers an excellent opportunity to collaborate with your school’s art teacher, as many lessons have suggested activities to help students understand the kind of art they are studying.

Within this unit, students have opportunities to:

  • Use details to describe art.
  • Identify three ways to create art.
  • Identify characteristics of cave art.
  • Sequence the steps of making pottery.
  • Describe how artists can create work connected to the world around them.
  • Describe what makes Kehinde Wiley’s portraits unique.
  • Explain how the texture of a surface can affect artwork created on it.
  • Explain what a sculpture is.
  • Describe what makes James Turrell’s artwork about the sky unique.
  • Explain what a museum is and what kinds of things you can see or do there.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • Georgia O’Keeffe por Erica Salcedo
  • Yayoi Kusama: De aquí al infinito por Sarah Suzuki
  • Tejedora del arcoíris por Linda Elovitz Marshall
  • Las tijeras de Matisse por Jeanette Winter
  • El museo por Susan Verde
  • Quizás algo hermoso: Cómo el arte transformó un barrio por F. Isabel Campoy

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
This domain introduces students to adventure stories set around the world and challenges students to dig into the adventures through research. By listening to the Read-Alouds and trade books, students increase their vocabulary and reading comprehension skills, learn valuable lessons about perseverance and teamwork, and become familiar with gathering information for research.

In this unit, students study the careers of real-world explorers Dr. Eugenie Clark and Sophia Danenberg, marvel at the inventions of Jacques Cousteau, think critically about how teamwork and collaboration can make greater adventures possible, learn about the science and technology that enable adventures, and research some of the ways humans have confronted challenges at the edges of the world, from the oceans below to space above.

Each lesson in the domain builds students’ research skills as they ask questions, gather information, and write a paragraph about their findings. Students share what they have learned about adventures in an Adventure Gallery Walkthrough. By taking on the persona of one of the adventurers they meet in the Read-Alouds and trade books, students deliver their final paragraphs as if they are a “speaking portrait” of that person. Students are invited to dress up as that adventurer if they desire.

In addition, teachers can set aside time outside the instructional block to create the picture frames students will hold as they present to the Adventure Gallery Walk guests. Frames can be made from shirt boxes, cardboard, construction paper, or any art supplies that are on hand. This might be an opportunity to collaborate with the school’s art department if resources are available. Another option is to ask students to make their frames at home with their caregivers. On the day of the Adventure Gallery Walk, students will be the hosts and take on specific jobs, such as welcoming the guests, describing their work throughout the unit, and pointing out the areas of study on the domain bulletin board. You can find a complete list of student jobs in Lesson 13.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in the previous grade.

  • Rimas y fábulas infantiles (Kindergarten)
  • Cuentos (Kindergarten)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Cuentos de aventuras: relatos desde los confines de la Tierra. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • My Name Is Gabito/Me llamo Gabito por Monica Brown
  • Galápagos Girl/Galapagueña por Marsha Diane Arnold
  • My Name Is Gabriela/Me llamo Gabriela por Monica Brown
  • El viaje de Kalak por María Quintana Silva y Marie-Noëlle Hébert
  • Señorita Mariposa por Ben Gundersheimer
  • Sharuko, el arqueólogo peruano/Peruvian Archaeologist Julio C. Tello por Monica Brown
  • Abuelita fue al mercado por Stella Blackstone

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
With this domain, students head up, up, and away with an introduction to the soaring history of aviation. Students learn the stories of early aviators, such as the Montgolfier brothers, the Wright brothers, Aida de Acosta, and Amelia Earhart.

During the unit, students study the science of flight, including the physics concept of lift, and research the social impacts of the world of flight. Finally, students let their research skills take flight as they explore key figures from the world of aviation.

The lessons in this domain build on earlier Grade 2 Caminos domains about the westward expansion, early Greek civilizations, and Greek myths, and lay the foundation for learning about other periods of world history in future grades.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered earlier in the year.

  • La civilización griega antigua (Grade 2)
  • Mitos griegos (Grade 2)
  • La expansión hacia el oeste (Grade 2)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in ¡A volar! La era de la aviación. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • ¡A volar! Todo sobre aviones por Jennifer Prior
  • Amelia sabe volar por Mara dal Corso
  • Héroes de la aviación que cambiaron el mundo por Dan Green
  • El niño que alcanzó las estrellas por José M. Hernández
  • La niña que aprendió a volar por Sylvia Acevedo
  • Buenas Noches Capitán Mamá por Graciela Tiscareño-Sato

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
This domain teaches students about the vibrant music, poetry, and culture of the Jazz Age in the United States. Students learn about famous writers and musicians like Langston Hughes, Louis Armstrong, Billie Holiday, Melba Liston, Tito Puente, and Miles Davis. They study how the jazz art form took root in the South, then spread to the North to become the sound of the Harlem Renaissance, eventually connecting people around the world in musical expression.

During this unit, students perform guided research to further explore both the history of jazz and what jazz is today. They develop research skills and then use those skills to find deeper connections between the stories and music of the Jazz Age and music today. As students learn about the world of jazz, they collaborate and share ideas with their classmates. They also practice sharing feedback focused on their written work, and, at the end of the unit, students present their research to the group.

The lessons give students opportunities to dive into the rhythms and stories of jazz, utilizing the knowledge sequence in this unit to:

  • Collaboratively generate research questions about jazz, jazz musicians, contemporary musicians from the state where they live or have lived, and the evolution of jazz music.
  • Utilize Read-Alouds, independent reading, and partner reading to learn about the Jazz Age, the Harlem Renaissance, jazz music, and biographies of celebrated jazz musicians and writers.
  • Research the answers to their generated questions, gather information, write a short research essay about a famous jazz musician, write a short essay about a contemporary musician from the state where they live or have lived, and give a presentation about their research.

How this unit builds knowledge:
Within this unit, students have opportunities to:

  • Ask relevant questions and make pertinent comments
  • Identify details in texts
  • Determine key ideas of texts by evaluating details
  • Make text-based inferences
  • Generate questions based on prior knowledge and gathered information
  • Synthesize details across texts to demonstrate comprehension
  • Discuss and explain an author’s purpose
  • Identify and cite reliable primary and secondary sources of information
  • Compose a well-organized and focused informative essay
  • Make connections between topics
  • Present information using appropriate media

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • ¡Esquivel! Un artista del sonido de la era espacial por Susan Wood
  • Ray Charles por Sharon Bell Mathis
  • Tito Puente, el Rey del Mambo por Monica Brown
  • Me llamo Celia, la vida de Celia Cruz por Monica Brown
  • ¡Azúcar! por Ivar Da Coll

In this unit, students also read the poem “Harlem” by Langston Hughes. (Available for free through the Academy of American Poets website and the Poetry Foundation website, with recorded audio available through the website for John Hancock College Preparatory High School.)

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
With this domain, students become tomorrow’s problem solvers in this study of energy in the United States. Analytical reading skills are developed by examining the challenges of early energy innovators. Students then read about current energy practices and young energy change-makers across the world.

Throughout the unit, students conduct research into different sources of energy and present a proposal, putting them in the shoes of future energy innovators. They also use the knowledge sequence in this unit to:

  • Collaboratively analyze texts to identify cause-effect and problem-solution relationships.
  • Generate questions and conduct research about energy.
  • Write an opinion essay making their case for a fuel of the future.
  • Create energy proposals using primary and secondary resources.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades as well as earlier in the year.

  • Plantas (Grade K)
  • La historia de la Tierra (Grade 1)
  • ¡Eureka! Estudiante inventor (Grade 4)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Energía: pasado, presente y futuro. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • La historia de los combustibles fósiles por William B. Rice
  • El niño que domó el viento por William Kamkwamba y Bryan Mealer

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Why we added this unit:
Within this domain, Students learn about General Granger’s announcement in Galveston, Texas on June 19, 1865, a day marked in history as Juneteenth. Texts and multimedia sources will support foundational knowledge-building about the end of slavery in the United States. A review of the first freedom announcement, President Lincoln’s Emancipation Proclamation, provides students with background knowledge to further emphasize the significance of Juneteenth in American history.

This unit also takes students on a journey beyond Juneteenth, as they study specific contributions of African Americans from 1865 to the present day. Students participate in a virtual field trip to Emancipation Park in Houston, Texas and use the knowledge sequence in this unit to:

  • Collaboratively generate research questions about Juneteenth, The Great Migration, innovators and inventors, education, the humanities, activists, and allies.
  • Use Read-Alouds, independent, and partner reading to learn about African American contributions from 1865 to the present.
  • Research to find answers to their generated questions, gather information, and write a four-chapter Beyond Juneteenth book.

How this unit builds knowledge:
This unit builds upon the following Caminos units that students will have encountered in previous grades.

  • Los nativos americanos (Grade K)
  • Una nueva nación: la independencia de los Estados Unidos (Grade 1)
  • La Guerra Civil de los Estaods Unidos (Grade 2)
  • La inmigración (Grade 2)
  • Los nativos americanos (Grade 5)

The specific core content targeted in these domains is particularly relevant to the Read-Alouds students will hear in Más allá de Juneteenth: de 1865 al presente
. The background knowledge students bring to this unit will greatly enhance their understanding of the trade books used in this unit.

Trade books in this unit:
Instruction in this unit revolves around the following collection of high-interest authentic trade books. One copy of each trade book is included with the unit materials.

  • Martí’s Song for Freedom/Martí y sus versos por la libertad escrito por Emma Otheguy
  • ¡Celebremos Juneteenth! escrito por Carole Boston Weatherford
  • Side by Side/Lado a Lado: The Story of Dolores Huerta and Cesar Chavez/La Historia de Dolores Huerta y César Chávez escrito por Monica Brown
  • Canto de alabanza para el día: Poema para la ceremonia inaugural del mandato de Barack Obama escrito por Elizabeth Alexander, traducido por Rodrigo Rojas

Sample materials:
Take a sneak peek at the rich instruction and engaging activities for this unit by viewing the PDFs below.

Wide-ranging texts

Amplify Caminos puts a variety of texts in the hands of students every day.

Amplify Caminos includes both transadaptations and authentic texts written by Latin American and Spanish authors. Our texts feature a wide variety of authors, topics, individuals and characters representing many different socioeconomic statuses, ages, abilities, races, ethnicities, countries of origin, religions, and more.

Amplify Caminos texts include:

  • Authentic literature: Authentic literature exposes students to a variety of text types and perspectives to deepen their knowledge of fascinating topics in social studies, science, literature, and the arts. Authentic texts support text-to-self, text-to-world, and text-to-text connections for readers.
  • Decodable Student Readers: Decodable Student Readers at grades K–2 are newly redesigned to include students from all walks of life and educational backgrounds. They feature characters with a broad range of backgrounds, experiences, ages, races, religions, and more.
  • ReadWorks® texts: Amplify and ReadWorks have partnered to deliver high-quality texts curated to support the Amplify Caminos Knowledge Sequence and to extend student learning. Texts include high-interest nonfiction articles in topics in social studies, science, literature, and the arts. These texts are accompanied by vocabulary supports and standards-aligned formative assessment opportunities. Teachers can monitor their students’ progress using the ReadWorks reporting features.
Three children's book covers in Spanish are shown: "La Flor de Oro," "El conejo en la Luna," and "El secreto de las hormigas," each featuring illustrated artwork.

Amplify Caminos Trade Book Collection Guide

Each book in our authentic literature collection was selected specifically to support and enhance the content of the K-2 Conocimiento Strand. These anchor texts are intended for use as an introduction to each domain—engaging students, piquing their curiosity, and building initial background knowledge—before diving into the deeper content of the domain Read-Alouds.

Every trade book has an instructional guide that includes the following:

  • Author and illustrator
  • Book summary
  • The Essential Question of the Knowledge domain, connecting the book to the domain
  • Key Tier 2 and Tier 3 vocabulary words found in the book
  • A group activity to reinforce and extend students’ knowledge and understanding
  • A performance task to help gauge students’ comprehension of concepts in the text
  • Writing prompts to expand understanding and critical thinking
  • Text complexity ratings and descriptors for quantitative, qualitative, and reader/task categories

Download the Amplify Caminos Trade Book Collection Guide for Grades K–2.

Detailed information about text complexity ratings and descriptors; additional uses for the books before, during, and after domain instruction; and the complete list of domains and books for each grade level can be found in the More About the Books section of this guide.

What makes Amplify Caminos different?

Built on the Science of Reading

Built out of the latest research in the Science of Reading, Amplify Caminos delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades K–2 with an integrated approach to explicit instruction in grades 3–5.

Flowchart showing "Language comprehension" times "Word recognition" equals "Skilled reading," with text in both Spanish and English inside orange boxes.

Explicit systematic skills instruction

The skills instruction in Amplify Caminos was distinctly developed with the Spanish language in mind. Its foundational lessons are specific to the language, rather than a direct translation from Amplify CKLA’s English skills instruction.

Reading instruction begins with the vowels first, then the most common consonants, and finally the least common consonants. Students will blend and segment sounds to form syllables, and syllables to form words.

Although Spanish has a highly predictable orthography, there are a few silent letters (h is always silent, u is silent after g or q), as well as letters that can make different sounds, depending on the letters that follow them. For that reason, syllables with these letters are taught somewhat later in the progression. The same is true for syllables with infrequently occurring consonants, such as z, k, x, and w.

Coherent knowledge instruction

While students are learning how to read, the Conocimiento strand gives them authentic and engaging reasons to read.

Amplify Caminos uses spiral learning to reinforce every student’s ability to develop skills like reading, writing, speaking, and listening in Spanish that can be transferred to English. As students engage with their lessons, they explore the similarities and differences in grammar, vocabulary, writing, and language use between Spanish and English. This bridge helps students learning two languages to strengthen their knowledge in both.

Through cross-curricular content, students explore units that relate to storytelling, science, and the history of our world in a holistic and thoughtful way. With these units, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.

Embedded differentiation for all learners

Amplify Caminos provides built-in differentiation strategies and supports in every lesson.

  • Apoyo a la enseñanza y desafío: Support and Challenge suggestions in every lesson provide assistance or opportunities for more advanced work toward the goal of the lesson.
  • Notas culturales: These point-of-use notes provide additional information about the traditions, foods, holidays, word variations, and more from across the Spanish-speaking world.
  • Apoyo adicional: Every lesson in the Lectoescritura (Skills) Strand provides additional support activities suggested to reinforce foundational skills instruction. These activities can be given to any student who requires extra help, including students with special needs.

Systematic and cohesive writing instruction

Writing instruction in Amplify Caminos builds systematically and cohesively within and across grades.

In Grades K-2, writing mechanics—including handwriting and spelling—are taught in the Amplify Caminos Lectoescritura strand. Starting in Grade 1, instruction includes four steps in the writing process: planning, drafting, editing, and publishing and features lessons that have modeling, collaboration, and sharing. As students gain skills and confidence, they are able to take on more of these steps independently. Students learn to use planning techniques, including brainstorming and graphic organizers.

Beginning in Grade 4, the Amplify Caminos writing process expands to also include sharing and evaluating. In Grades 4 and 5, the writing process is no longer conceptualized as a series of scaffolded, linear steps (an important change from the Grade 3 writing process). Rather, students move between components of the writing process in a flexible manner, similar to the process mature and experienced writers follow naturally.

young male students writing with a pencil

Amplify Caminos’ writing instruction provides a clear progression through the text types in each grade.

Because Amplify Caminos has two strands of lessons in Grades K-2, Lectoescritura and Conocimiento, students are exposed to both narrative and informational texts throughout the year. In Grades 3-5, the integrated units feature study in literary, informational, or a mix of both types of texts, depending on the content of the unit.

  • Grades K–2 introduce and establish the key elements of each text type, allowing students to gain comfort and confidence writing narratives, opinions, and informative texts. This enables students to practice thinking about content in different ways, offering more depth and breadth to their understanding of core content and of the writing text types.
  • By Grade 3, students will have gained significant practice in narrative, opinion/argumentative, and informational/explanatory forms of writing and will continue to apply those skills through Grade 5.

How does Amplify Caminos integrate with the other parts of the literacy system?

Amplify Caminos + mCLASS® Lectura

Achieve complete parity between English and Spanish assessments with mCLASS Lectura for K–6. mCLASS Lectura allows teachers to connect with their Spanish-speaking students face-to-face, one-on-one, and in the language most comfortable to them. The result? Valid and reliable student data reports
available in both English and Spanish, enabling teachers to pinpoint where their Spanish-speaking or emergent bilingual students really are in their skill development and what instruction to prioritize.

A laptop screen displays a slide describing the Lectura data-driven instructional cycle with sections for Assessment, Reporting, and Instruction, each illustrated with sample interface screenshots.

Amplify Caminos + Amplify Reading

Amplify Reading is an engaging, adaptive digital program that extends the learning in Amplify Caminos. Amplify Reading offers support to a large sub-group of English learners (ELs) through Spanish voice-over. Spanish voiceover instructions are available in vocabulary and sentence-level comprehension games so ELs can build their vocabulary, language, and critical comprehension skills before moving into analyzing complex texts

Language selection screen with options for English and Spanish, and an illustrated girl saying “¡Hola!” in a speech bubble. The heading reads “Idiomas.”.

Demo access and sample materials

Ready to explore on your own? First, watch the videos below to learn about the program’s components and how to navigate the digital platform.

Physical materials walkthrough video

Digital navigation video

Demo access

Next, follow the instructions below to access your demo account.

  • Click the CKLA and Caminos Demo button below.
  • Select Log in with Amplify.
  • To explore as a teacher, enter this username: t1.sfusdreviewer@demo.tryamplify.net
  • To explore as a student, enter this username: s1.sfusdreviewer@demo.tryamplify.net
  • Enter the password: Amplify1-sfusdreviewer
  • Click the Programs and apps menu
  • Select CKLA Teacher Resource Site
  • Select the desire grade level
  • Use the toggle to switch between English (CKLA) and Spanish (Caminos) resources.
CKLA and Caminos Demo

Sample materials

Finally, click on the grade levels below to explore your requested sample units.

Conocimiento Strand:

Lectoescritura Strand:

Conocimiento Strand:

Lectoescritura Strand:

Integrated Strand

Additional resources

Season 10, Episode 10

From talk to text: How language skills shape reading success, with Charles Hulme, D.Phil., and MaryKate DeSantis

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by emeritus professor of psychology and education at the University of Oxford, Charles Hulme, D.Phil.; and founder of Left Side Strong LLC, MaryKate DeSantis. They dive deep into the critical connection between oral language development and reading comprehension. Together, they also explore exactly what oral language development is, how to screen children for deficits in oral language abilities, and the most effective strategies educators can use for intervention.

Join Science of Reading: The Community to connect with fellow educators.

Two people, a man and a woman, appear in separate circular frames on a background featuring book, pencil, and lightbulb icons, highlighting language development and language skills.
Apple Podcasts badge with the purple Apple Podcasts logo and the text "Listen on Apple Podcasts" on a white background. Spotify logo with the text 'Listen on Spotify' inside a rounded rectangle on a white background.

Transcripts and additional resources:

Register to join our Science of Comprehension Symposium to unpack what it means for students to truly comprehend what they’re reading, and how to get them there
Submit your questions on comprehension
Access free, high-quality resources at our brand-new companion professional learning page
Connect with Charles Hulme, D.Phil., on LinkedIn
Learn more about Charles Hulme, D.Phil., and his research
Connect with MaryKate DeSantis on LinkedIn
Learn more about Left Side Strong LLC
Listen to our Science of Reading: The Podcast episode with Wesley Hoover, Ph.D.
Listen to our Science of Reading: The Podcast episode with Julie Van Dyke, Ph.D.
Listen to our Science of Reading: The Podcast episode with Tiffany Hogan, Ph.D.
Listen to Season 2 of Amplify’s Beyond My Years podcast
Join our community Facebook group
Read Perspectives on Language Spring 2025: Book Language: What It Is, How Children Can “Get It”
Connect with Susan Lambert
Read the transcript

Meet Our Guest(s):

A smiling older man with short gray hair poses in front of green plants, highlighting themes of language development. A lightbulb graphic and circular frame decorate the photo.

Charles Hulme, D.Phil.

Charles Hulme is emeritus professor of psychology and education at the University of Oxford. He has broad research interests in reading, language, and memory processes and their development; and is an expert on randomized controlled trials in education. He has published widely and is in the top 2% for citations of all researchers in the field of education. He holds an honorary doctorate from the University of Oslo (2014) and is a member of Academia Europea and a Fellow of the Academy of Social Sciences. He was also elected a Fellow of the British Academy in 2017.

A woman with short brown hair and a black turtleneck smiles at the camera. She is framed by a circular border with a blue book icon and orange decorative lines, hinting at her passion for reading success. Bookshelves are blurred in the background.

MaryKate DeSantis

MaryKate DeSantis is the founder of Left Side Strong LLC. Her experience working in a large urban school district as a special education teacher, reading specialist, and district-wide literacy coach has fueled her passion for translational research to ensure that all children receive evidence-based instruction. Her background in teaching reading sparked an interest in researching language, literacy, and developmental trajectories. She is a full-time faculty member in the Speech and Language Literacy Lab at MGH Institute of Health Professions, and is also an ongoing-research collaborator with the BRIDGES Lab at the Harvard Graduate School of Education.

She has also served as a clinician in the Neurology Department at Boston Children’s Hospital, is an adjunct professor at the Boston College Lynch School of Human Development, and is a Ph.D. student in educational psychology at the University of Connecticut.

Meet our host, Susan Lambert

Susan Lambert is chief academic officer of literacy at Amplify and host of Science of Reading: The Podcast. Throughout her career, she has focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.

As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. A former classroom teacher, administrator, and curriculum developer, she’s dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.

Person with short blonde hair, glasses, and earrings, wearing an orange jacket, smiling in front of a plain gray background—committed to literacy education and fostering background knowledge for all learners.

Quotes

“Reading comprehension is the process of taking the meaning from printed symbols on a page and translating them into a linguistic and cognitive code. It's making contact with the processes of language comprehension.”

—Charles Hulme, D.Phil.

“Language comprehension is really what leads us to reading comprehension.”

—MaryKate DeSantis

“We've got to start from the premise that reading is language. Without language, there would be no reading. Reading is a process that involves taking language in its written form and translating it back into its original form, which is spoken language.”

—Charles Hulme, D.Phil.

“If we go back in development, language skills appear to form the foundation for the ability to decode print, as well as the foundation for the ability to understand what is decoded.”

—Charles Hulme, D.Phil.

“Language skills are unconstrained, meaning the sky's the limit. As long as you continue to engage in any sort of way, your language skills can continue to develop throughout your lifetime.”

—Susan Lambert

“We talk about learning to read, but we also need to talk about reading to learn. A lot of what we learn in our lives is through reading, and reading is certainly a powerful driver of vocabulary and language development.”

—Charles Hulme, D.Phil.

“Focusing on language is worth the time. …  When we treat it as foundational, that's when we will give more students access to success.”

—MaryKate DeSantis

“If we want better readers, we have to grow better language users.”

—MaryKate DeSantis

Season 9, Episode 9

Identify Developmental Language Disorder in your classroom, with Tiffany Hogan, Ph.D.

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Tiffany Hogan, a professor at MGH Institute of Health Professions in Boston, who studies  the connections among speech and language and literacy across time in children. Together, Susan and Dr. Hogan explore the complexities of language, the components that form language, and the significance of language for literacy. Dr. Hogan explains Developmental Language Disorder (DLD)—its characteristics, its prevalence, and the challenges in recognizing it. She emphasizes the importance of supporting children with DLD and the role of educators in making a difference long-term. She also provides listeners with effective strategies for supporting children with oral language deficits, offers insights into the relationship between background knowledge and language, and answers questions from our listener mailbag.

Join Science of Reading: The Community to connect with fellow educators.

A woman with curly hair and glasses smiles at the camera. She is wearing a black top and a pearl necklace. The background features a pattern of books, lightbulbs, and pencils.
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Transcripts and additional resources:

X: @tiffanyphogan
Facebook: sailliteracylab
Instagram: @seehearspeakpodcast
SeeHearSpeak podcast
Website: DLDandMe.org
Read: A Review of Screeners to Identify Risk of Developmental Language Disorder
Website: Raising Awareness of Developmental Language Disorder
Policy Paper: If we don’t look, we won’t see: Measuring language development to inform literacy instruction
Connect with Susan Lambert
Listen: Focused implementation: Doing less to do more, with Doug Reeves, Ph.D.
Join our community Facebook Group
Transcript

Meet Our Guest(s):

A woman with shoulder-length brown hair, wearing glasses, a black top, and a pearl necklace, smiles at the camera. The image is framed by a white circle with a yellow lightbulb icon, highlighting her passion for literacy in the classroom.

Tiffany P. Hogan, Ph.D.

Tiffany P. Hogan, Ph.D., CCC-SLP, is a professor at MGH Institute of Health Professions in Boston and director of the Speech and Language (SAiL) Literacy Lab, and a research associate at Harvard Medical School. Dr. Hogan has published over 100 papers on the genetic, neurologic, and behavioral links between oral and written language development. Her focus is on improving assessment and intervention in schools, especially for neurodiverse children with Developmental Language Disorder, dyslexia, and/or Speech Sound Disorders. Her advocacy for children with language, speech, and literacy differences led her to co-found a DLD informational website, DLD and Me, and host a podcast, SeeHearSpeak.

Meet our host, Susan Lambert

Susan Lambert is the Chief Academic Officer of Elementary Humanities at Amplify, and the host of Science of Reading: The Podcast. Throughout her career, she has focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.

As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.

Person with short blonde hair, glasses, and earrings, wearing an orange jacket, smiling in front of a plain gray background—committed to literacy education and fostering background knowledge for all learners.

Quotes

“Neurodiversity means that we have lots of different ways to think, and we each come to the table with different brain structures.”

—Tiffany Hogan, Ph.D.

“Oral language difficulties are a crystal ball into reading comprehension.”

—Tiffany Hogan, Ph.D.

“You, as an educator, can be the one that really makes a difference for that child. It only takes one person to make a huge difference in the life of a child.”

—Tiffany Hogan, Ph.D.

“When I'm thinking out something complex, I'll want to write it out, so that I can see where the holes are in my thinking. It's really this reciprocal relationship between the concepts or the knowledge we have and the language we have to convey that knowledge.”

—Tiffany Hogan, Ph.D.

“As our conceptual knowledge builds, our language ability will build. So there's really a bidirectionality that occurs between background knowledge and language.”

—Tiffany Hogan, Ph.D.

Winter Wrap-Up, Episode 2

Overcoming adversity in the science classroom: A conversation with Joe McCormick

In this episode, Eric sits down with Joe McCormick, director of engineering at SplitSpot. Joe shares about the experience of losing his central vision in high school and the transition into college at Harvard. Eric and Joe chat about self-advocacy within the classroom, and scaffolds that worked for Joe as he learned how to navigate the world with his disability. Eric also learns about beep baseball, the adapted national pastime for the blind and visually impaired, and the importance of its community in Joe’s journey to become an engineer. Lastly, Joe talks about accessibility tools, college acceptance, and how to motivate students to love computer science.

A smiling man with short hair against a patterned background of colorful shapes, symbolizing overcoming adversity, framed within a white circle.

Meet Our Guest(s):

A man with short hair smiles at the camera outdoors, green leaves and branches behind him. A blue beaker and decorative lines frame the image, highlighting Joe McCormick’s science connections.

Joe McCormick

Joe McCormick is the Director of Engineering at SplitSpot. In his senior year of high school, Joe started to lose his vision due to a rare genetic condition, Leber Hereditary Optic Neuropathy (LHON). Rather than letting that stop him, Joe went on to study Computer Science at Harvard University, advocating for the support he needed. Joe is heavily involved in beep baseball, an adapted national pastime for the blind and visually impaired. He currently plays for the Boston Renegades in his spare time. He lives in Massachusetts with his wife and son.

Meet our host: Eric Cross

Eric Cross is a seventh grade science/technology teacher, grade level lead, and digital learning innovator for Albert Einstein Academies, International Baccalaureate schools. He is also an adjunct professor of learning and technology at the University of San Diego and a Google certified innovator. Eric earned a bachelor’s degree from Azusa Pacific University and a Master of Education from the University of San Diego. He had 17 years of experience working with at-risk youth and underserved populations before becoming a middle school teacher. By building relationships with students, colleagues, and the community, he has become an empowered leader in and out of the classroom. Through meaningful learning experiences centered around student agency, STEM has become accessible to students through highly engaging lesson design, thoughtful integration of digital tools, and pedagogy that engages students from all backgrounds.

Transcripts and additional resources:

Join the conversation in the Science Connections Facebook community
Transcript

Quotes

Being disabled, it’s like trying to find someway to be flexible and find some workaround, because there’s always some way to get there, it’s just going to be a little bit different and little out of the box.

– Joe McCormick

Stay connected

Four women sitting at a table in a meeting, with one standing and presenting on the topic of "why is science so important," all engaged in discussion.

Season 1, Episode 7

Overcoming adversity in the science classroom: A conversation with Joe McCormick

In this episode, Eric sits down with Joe McCormick, director of engineering at SplitSpot. Joe shares about the experience of losing his central vision in high school and the transition into college at Harvard. Eric and Joe chat about self-advocacy within the classroom, and scaffolds that worked for Joe as he learned how to navigate the world with his disability. Eric also learns about beep baseball, the adapted national pastime for the blind and visually impaired, and the importance of its community in Joe’s journey to become an engineer. Lastly, Joe talks about accessibility tools, college acceptance, and how to motivate students to love computer science.

A smiling man with short hair against a patterned background of colorful shapes, symbolizing overcoming adversity, framed within a white circle.

Meet Our Guest(s):

A man with short hair smiles at the camera outdoors, green leaves and branches behind him. A blue beaker and decorative lines frame the image, highlighting Joe McCormick’s science connections.

Joe McCormick

Joe McCormick is the Director of Engineering at SplitSpot. In his senior year of high school, Joe started to lose his vision due to a rare genetic condition, Leber Hereditary Optic Neuropathy (LHON). Rather than letting that stop him, Joe went on to study Computer Science at Harvard University, advocating for the support he needed. Joe is heavily involved in beep baseball, an adapted national pastime for the blind and visually impaired. He currently plays for the Boston Renegades in his spare time. He lives in Massachusetts with his wife and son.

Meet our host: Eric Cross

Eric Cross is a seventh grade science/technology teacher, grade level lead, and digital learning innovator for Albert Einstein Academies, International Baccalaureate schools. He is also an adjunct professor of learning and technology at the University of San Diego and a Google certified innovator. Eric earned a bachelor’s degree from Azusa Pacific University and a Master of Education from the University of San Diego. He had 17 years of experience working with at-risk youth and underserved populations before becoming a middle school teacher. By building relationships with students, colleagues, and the community, he has become an empowered leader in and out of the classroom. Through meaningful learning experiences centered around student agency, STEM has become accessible to students through highly engaging lesson design, thoughtful integration of digital tools, and pedagogy that engages students from all backgrounds.

Transcripts and additional resources:

Join the conversation in the Science Connections Facebook community
Transcript

Quotes

Being disabled, it’s like trying to find someway to be flexible and find some workaround, because there’s always some way to get there, it’s just going to be a little bit different and little out of the box.

– Joe McCormick

Stay connected

Four women sitting at a table in a meeting, with one standing and presenting on the topic of "why is science so important," all engaged in discussion.

Season 8, Episode 12

Language and literacy, with Catherine Snow

Harvard School of Education professor of cognition and education Catherine E. Snow, Ph.D., joins Susan Lambert on this episode to reflect on the state of language and literacy instruction in the U.S. They begin their conversation discussing early literacy and linguistics, then dive into Snow’s work on the National Research Council report “Preventing Reading Difficulties in Young Children.” Lambert and Snow talk about building vocabulary, growing student curiosity in reading, and exposing students to academic language. Snow talks about the specific tools educators need for meaningful help in the classroom, shares her hopes (and fears) for the future of reading instruction in the U.S., and explains why she encourages teachers to let their classrooms be noisier.

Join Science of Reading: The Community to connect with fellow educators.

image of Science of Reading podcast guest Catherine Snow in the episode Language and Literacy
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Transcripts and additional resources:

Read: “National Research Council Report: Preventing Reading Difficulties in Young Children”
Read: “Reading for Understanding: Toward an R&D Program in Reading Comprehension”
Transcript

Meet Our Guest(s):

image of Catherine Snow, Science of Reading: The Podcast guest in the episode Language and Literacy

Catherine E. Snow, Ph.D.

Catherine E. Snow received her doctorate in developmental psychology from McGill University, where she wrote her thesis on how adult speech supports early language development. She subsequently worked for several years in the linguistics department of the University of Amsterdam before moving to Harvard, where her interests expanded to include language and literacy development. She chaired the National Academy of Sciences Committee that produced the report “Preventing Reading Difficulties in Young Children” (1998) and the RAND Reading Study Group that produced Reading for Understanding: Toward an R&D Program for Reading Comprehension (2000), a volume that influenced the federal education funding agenda for the next 20 years. Her work has been characterized by a willingness to defend unpopular positions about language learning and teaching, early childhood education, and literacy instruction. Much of her recent work has been carried out in collaboration with educational practitioners and other researchers focused on understanding the most urgent problems of practice in literacy education, under the auspices of the Strategic Education Research Partnership (SERP) Institute and Boston Public Schools.

Meet our host, Susan Lambert

Susan Lambert is the Chief Academic Officer of Elementary Humanities at Amplify, and the host of Science of Reading: The Podcast. Her career has been focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.

As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.

Retrato de una mujer caucásica sonriente con cabello rubio corto, involucrada en un podcast sobre la ciencia de la lectura, con gafas, lápiz labial rojo y un collar de perlas.

Quotes

“Part of preventing reading difficulties means focusing on programs to ensure that all children have access to books from birth and that they have access to adults who will read those books with them and discuss them.”

—Catherine E. Snow, Ph.D.

“I see academic language and exposure to academic language as an expansion of children's language skills that both contributes to successful literacy—successful reading comprehension—and gets built through encounters with texts, but also encounters with oral activities.”

—Catherine E. Snow, Ph.D.

“Let your classroom be noisier. Let the kids be more engaged and more socially engaged, because that is actually a contribution to their language development and to their motivation to keep working.”

—Catherine E. Snow, Ph.D.

Welcome, Idaho K-8 Science Reviewers!

Thank you for taking the time to review Amplify Science. On this site, you’ll find all the resources you need to learn more about this engaging and robust NGSS program. Below, you will also have the opportunity experience our program firsthand with a demo account to access the digital platform.

Amplify Science for grades K–8 has been rated all-green by EdReports. Read the review on EdReports.

Collage of educational settings: top left, two young girls using laptop in library; bottom right, middle school science project display on tablet; bottom left, two boys with tablet discussing.

Overview

With Amplify Science, students don’t just passively learn about science concepts. Instead, they take on the roles of scientists and engineers to actively investigate and make sense of real-world phenomena. They do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.

Listen to these educators share how the program empowers students to think, read, write, and argue like real scientists and engineers every day.

Grades K–5

Grades 6–8

Amplify Science Grades K-5 Tour for Idaho Educators

Amplify Science Grades 6-8 Tour for Idaho Evaluators

Proven to work

Click here to read about the efficacy and impact of Amplify Science.

Two young girls sit on the floor in a classroom, smiling as they read a book together. Classroom decorations and another student are visible in the background.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon. It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more.

Rather than asking teachers to wade through unnecessary content, we designed our program to address 100 percent of the NGSS and Idaho Standards in fewer days than other programs:

  • In just 120 lessons at grades 6–8
  • In just 66 lessons at grades K–2
  • In just 88 lessons at grades 3–5
A four-step process diagram with icons: spark a real-world problem, explore sources, explain and elaborate, and evaluate claims, all linking to engage with cohesive storylines.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also emphasizing a particular science and engineering practice.

A laptop and two screens display educational content about ecosystems, featuring illustrated plants, animals, and experiments with colorful liquids.
Two young students sit at a classroom table, one holding up a clear cup of water while the other observes closely. Papers and pencils are spread out on the table.

Investigation units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Two children play an educational board game at a table with worksheets, plastic cubes, and small containers of colored items.

Modeling units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Two children sitting at a table with laptops are talking to each other in a classroom setting, with books and baskets in the background.

Engineering Design units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Several open textbooks and notebooks are spread out on a table as a person writes in one of the notebooks with a pencil.

Argumentation units

Argumentation units are introduced at grade 3 and provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

A person points to a photo in a textbook about coral reefs, with a laptop and notebook open on the desk.

Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Three students at a classroom table examine a sealed plastic bag with food inside, while one looks surprised; another student stands in the background.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Four students sit at a table using laptops, focused on their screens in a classroom setting with one student in the background.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Idaho Science Standards Alignment

Amplify Science was built from the ground up to fully embrace the instructional shifts outlined in A Framework for K-12 Science Education (2012), the same framework on which Idaho Science Content Standards were founded. Most grade levels’ respective set of Amplify Science units therefore fully address the necessary Idaho Science Content Standards (see correlation). Grade 1 teachers should plan to also use the companion mini-lesson provided below to achieve full standards coverage for their grade.

Grade 1 Companion

Standard: 1-LS-1.3 Use classification supported by evidence to differentiate between living and non-living things.

Recommended placement: Following Lesson 1.1 of the Animal and Plant Defenses unit.

Resources: Classroom Slides

Download Correlation

Science (K-2) Evaluation Form

Science (3-5) Evaluation Form

Science (Middle School Physical Science) Evaluation Form

Science (Middle School Life Science) Evaluation Form

Science Evaluation Form Middle School Earth and Space Science

A boy sits on the floor reading a book to a girl beside him in a classroom setting.
A butterfly flies above potted plants next to a watering can and a caterpillar on a milkweed plant under sunlight in a grassy field.

Needs of Plants and Animals

Domains: Life Science, Earth and Space Science, Engineering Design

Unit type: Investigation

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since vegetables were planted.  

A hand pulls a white string attached to a pegboard with rubber bands and a white ball hanging from the center.

Pushes and Pulls

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.  

Silhouette of a playground structure and toy train against a blue sky with clouds and two large yellow suns.

Sunlight and Weather

Domains: Earth and Space Science, Life Science, Engineering Design

Unit type: Modeling

Student role: Weather scientists

Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess.  

Illustration of sea turtles swimming among underwater plants, with a shark and another turtle visible in the background.

Animal and Plant Defenses

Domain: Life Science

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle lives in an aquarium and will soon be released back into the ocean, where she will survive despite ocean predators.  

A hand holds a flashlight and shines it through a transparent sheet with an image, projecting the image onto a wall in a dark room.

Light and Sound

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.  

A split illustration shows a cityscape at night with a crescent moon and stars on the left, and a cityscape during the day with the sun, clouds, and an airplane on the right.

Spinning Earth

Domain: Earth and Space Science

Unit type: Investigation

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone.  

A grey elephant uses its trunk to pick apples from a tree, with a few apples still hanging on the branches and a small sprout growing nearby.

Plant and Animal Relationships

Domains: Life Science, Engineering Design

Unit type: Investigation

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.  

A hand picks up a red bean from a table scattered with more red beans, spilled white liquid, a cup, and a wooden stick.

Properties of Materials

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.  

A building labeled "Recreation Center" stands near a cliff edge with a blue flag, surrounded by trees and overlooking a beach and water.

Changing Landforms

Domain: Earth and Space Science

Unit type: Modeling

Student role: Geologists

Phenomenon: The cliff that Oceanside Recreation Center is situated on appears to be receding over time.  

Illustration of a high-speed train traveling on an elevated track with a green landscape and blue sky in the background.

Balancing Forces

Domain: Physical Science

Unit type: Modeling

Student role: Engineers

Phenomenon: The town of Faraday is getting a new train that floats above its tracks.  

A group of wolves stands in the foreground, with a bear, elk, and several birds visible in a grassy, hilly landscape with scattered trees.

Inheritance and Traits

strong>Domain: Life Science

Unit type: Investigation

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park (“Wolf 44”) has some traits that appear similar to one wolf pack in the park and other traits that appear to be similar to a different wolf pack. 

A small bird stands on soil, looking closely at a yellow snail, with green blades of grass on the left and a blue sky background.

Environments and Survival

Domains: Life Science, Engineering Design

Unit type: Engineering design

Student role: Biomimicry engineers

Phenomenon: Over the last 10 years, a population of grove snails has changed: The number of grove snails with yellow shells has decreased, while the number of snails with banded shells has increased.  

An orangutan hangs from a vine in a dense green forest with the sun visible in the background.

Weather and Climate

Domains: Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an Orangutan reserve, experience different weather patterns.  

Illustration of city buildings at night with illuminated windows, a full moon, visible stars, and a silhouetted figure in one window.

Energy Conversions

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Engineering design

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts.  

A streetlamp illuminates a cricket, which is watched by a gecko. Yellow arrows indicate the flow of light from the lamp to the cricket and then to the gecko’s eye.

Vision and Light

Domain: Physical Science, Life Science, Engineering Design

Unit type: Investigation

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.  

Two dolphins swimming underwater, facing each other against a blue background.

Waves, Energy, and Information

Domains: Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park seem to be communicating with their calves when they are separated at a distance underwater.

Earth orbits the Sun in space, with dotted blue lines showing the orbital path and a white arrow indicating Earth's rotation direction.

Patterns of Earth and Sky

Domains: Physical Science, Earth and Space Science

Unit type: Investigation

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times — the sun during the daytime and different stars during the nighttime — but it is missing a piece.  

Illustration of layered red and brown rocky cliffs beside a flowing blue river under a partly cloudy sky.

Earth’s Features

Domain: Earth and Space Science

Unit type: Argumentation

Student role: Geologists

Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.  

Red blood cells scattered across a dynamic, abstract red and white background.

Modeling Matter

Domain: Physical Science

Unit type: Modeling

Student role: Food scientists

Phenomenon: Chromatography is a process for separating mixtures. Some solids dissolve in a salad dressing while others do not. Oil and vinegar appear to separate when mixed in a salad dressing.  

Illustration of wind carrying airborne particles over a coastal hill, with arrows indicating the movement up and over the hill toward the sea.

The Earth System

Domains: Earth and Space Science, Physical Science, Engineering Design

Unit type: Engineering Design

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not. 

Illustration of a cheetah standing near plants, looking at a sloth hanging from a tree branch, with various foliage and mushrooms in the scene.

Ecosystem Restoration

Domains:Physical Science, Life Science, Earth and Space Science, Engineering Design

Unit type: Argumentation

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing and thriving.  

A rover stands on a rocky, reddish terrain with visible tire tracks leading to it; distant hills are seen under a hazy sky.

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.  

Illustration of a city skyline at night with a large full moon, a few stars in the sky, and a bridge on the left side.

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Illustration of a person wearing a red hat and winter coat with fur hood, eyes closed and arms crossed, surrounded by large orange circles.

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.  

Abstract digital artwork featuring a large yellow sun with blue and orange rays over a colorful landscape with green hills and red horizon.

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

Illustration of clouds above a small town with fields and mountains, showing wind patterns and atmospheric movement in the sky.

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

An underwater scene with a large whale, several turtles, jellyfish, and fish swimming surrounded by shafts of light.

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.  

Low-poly illustration of a forest with trees, mushrooms, a rabbit, and a fox catching another animal under a blue sky with mountains and the sun in the background.

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.

Illustration of six spiders with different colored bodies and legs arranged in a chart-like formation on a dark background.

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Abstract digital artwork featuring vibrant colors, geometric shapes, a yellow human silhouette, and various patterns layered together.

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Illustration of a person receiving an oral examination with a tongue depressor and light, featuring abstract colorful shapes and an eye chart in the background.

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time. 

A spacecraft approaches a large modular space station with blue solar panels, orbiting in outer space against a black background.

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green geometric background with a hexagonal badge displaying a parachute, ruler, letter A, stacked layers, bandage, and a folded paper icon.

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

Two prehistoric aquatic reptiles with long snouts swim near the shore of a tropical landscape with rocks, plants, and an island in the distance.

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

Illustration of a volcanic landscape with mountains, trees, an ocean, and a cross-section showing tectonic plates beneath the surface.

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Four low-poly dinosaurs, three green and one yellow, are walking in a row on grass with rocks and red spots on their bodies under a blue sky.

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Two large tortoises are near a river; one is on the riverbank reaching for leaves on a tree, while the other is on the opposite bank among grass and trees.

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Two people stand atop rocky terrain littered with electronic devices; inset illustrations show a boot, a person with electronics in a vest, and a radio.

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

An orange popsicle melting in four stages from solid to almost fully liquid, set against a plain background.

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.  

Green graphic with icons showing a swaddled baby, a thermometer, layers of blankets, a medical symbol, and a heat source within a hexagonal frame.

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

Digital illustration showing red and blue molecule-like circles on a blue background, with a boundary dividing two differently shaded sides.

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

Illustration of people riding a roller coaster on a blue day, with arms raised as the car descends a tall loop against a sky with clouds.

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

Illustration of the Earth with arrows representing radiation or energy entering the atmosphere from space over the Asia-Pacific region.

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.  

An illustrated polar bear stands on a small piece of floating ice in the ocean, with icebergs and an orange sun in the background.

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

Hexagonal badge with icons including a wrench, building, sun, molecules, construction materials, screwdriver, paint bucket, and a letter T, all on a geometric blue background.

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

Access program

In addition to the grade-level sample boxes that we provided, we’ve also created custom demo accounts just for Idaho reviewers.

To access the digital portion of the program, click the link below, select “Log In with Amplify,” and then refer to the Start here digital access flyer for your personalized login credentials.

Access digital program
A spiral-bound teacher’s guide and a laptop displaying a digital curriculum, both titled “Balancing Forces: Investigating Floating Trains” from Amplify Science.

Tutorial videos

Check out these videos for support on how to navigate the Amplify Science curriculum website, teacher’s guide, materials kits, and more!

Resources

A teacher stands by a table helping four students who are working together on a board game and writing in notebooks in a classroom.

Course structure for K–5

Take a closer look at how the program is organized.

Two students sit at a classroom table working together with notebooks and a workbook, while other students work in the background.

Course structure for 6–8

Take a closer look at how the program is organized.

Two women sit at a desk; one types on a laptop while the other writes in a spiral-bound notebook. Both appear focused and are smiling.

Idaho Science Standards Alignment

See how we customized our instructional sequence to fully support the Idaho Scie…

A collage with Mars landscape art, three kids conducting a tabletop science experiment, an adult's hand holding a jar, and two people hiking in a bright field, illustrated style.

NGSS Earth Science Standards Map

A collage of four images: underwater animals, two students conducting a science experiment, hands building with plastic rods, and a colorful illustration of dancers.

NGSS Life Science Standards Map

A collage showing: a candle flame amid germs, hands measuring a ping pong ball with calipers and a ruler, hands with magnets and a ruler, and a stylized compass over a map of Earth.

NGSS Physical Science Standards Map

Two children sit at a table with laptops, facing each other and talking animatedly, surrounded by books and classroom supplies.

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Illustration of wind carrying particles from a coastal city up a steep, green mountain under a clear blue sky.

Unit phenomena for K–5

Take a closer look at the elementary unit phenomena featured in each grade level…

Illustration of a roller coaster car filled with people raising their arms as it rolls down a steep track against a blue sky with clouds.

Unit phenomena for 6–8

Take a closer look at the middle school unit phenomena featured in each grade le…

A slide with the title “What do you know about aquariums?” next to an underwater photo showing fish and a person swimming. Other science lesson slides are visible above and below.

Classroom Slides for K–5

Classrooms Slides for elementary are now available! These customizable PowerPoin…

A computer screen displays an educational simulation about Earth's energy system, with diagrams and explanatory text about energy entering and exiting the system.

Classroom Slides for 6–8

Classrooms Slides for middle school are coming soon! These customizable PowerPoi…

A computer screen displays an ecosystem selection menu with options for 3 or 6 animal populations, featuring illustrated creatures and labeled icons for each species.

Sims for 4–8

Take a closer look at the digital Simulations included at each grade level.

Two children sit on the floor in a classroom, with one boy reading aloud from a book titled "Gary’s Sand Journal" while a girl listens attentively beside him.

Literacy-rich instruction in K–5

Scientists do not just get messy. They read and write with purpose too. Explore…

A selection of colorful science-themed books and handbooks with illustrated and photographic covers, arranged diagonally on a green background.

Student Books in K–5

Read a summary of each of our award-winning K–5 student books.

A student reads about rock formations from a spiral-bound book while sitting at a table with a laptop; other students work together in the background.

Active reading in 6–8

Learn how we support students in learning how to interact with scientific texts….

Two children wearing safety goggles use plastic spoons to stir substances in clear cups, conducting a science experiment at a table.

Investigations for K–5

Explore the types of investigations that take place in elementary classrooms.

A person wearing gloves looks into a microscope, with laboratory supplies and bottles on a tray beside them, against a plain blue background.

Investigations for 6–8

Explore the types of investigations that take place in middle school classrooms….

Assorted materials including cardboard sheets, tennis balls, rubber bands, hooks, washers, ping pong balls, sticks, tape, string, and screws arranged on a white surface.

Materials Kits for K–5

See what components come in our materials kits!

Assorted science kit components including motors, batteries, propellers, solar panel, rubber bands, wires, plastic containers, metal fasteners, and spools of thread arranged on a white background.

Materials Kits for 6–8

See what components come in our materials kits!

A teacher stands at the front of a classroom, speaking to students seated at desks, with several students raising their hands to participate.

Approaches to assessment in K–5

Learn about our elementary embedded assessments.

Two students sit at desks, writing in notebooks while using laptops in a classroom setting.

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

1. Service Overview

As a provider of technology solutions to schools, Amplify’s commitment to data privacy and security is essential to our organization. This overview of Amplify’s Information Security Program describes physical, technical and administrative safeguards Amplify implements to protect student data in our care.

Company profile

Amplify Education, Inc. (Amplify) is a privately held company founded in 2000 as Wireless Generation. Amplify’s products include curriculum and instruction, assessment and intervention, professional development services and consulting services for K-12 education.

Service hosting

Amplify leverages Amazon Web Services (AWS) as its cloud hosting provider. Within AWS, Amplify utilizes Virtual Private Clouds (VPCs), which provide an isolated cloud environment within the AWS infrastructure. External network traffic to a VPC is managed via gateway and firewall rules, which are maintained in source code control to ensure that the configuration remains in compliance with Amplify security policy. In addition, the production VPCs and the development VPCs are isolated from each other and maintained in separate AWS accounts.

2. Policies & standards

Information security program

Amplify maintains a comprehensive information security program based on the National Institute of Standards and Technology (NIST) Cybersecurity Framework and the NIST SP 800-53 Rev. 5 family of information security controls. These provide a robust framework of best practices from which an organization can build its security policies and protocols based on identified risks, compliance requirements, and business needs. They cover critical practice areas, including access control, configuration management, incident response, security training, and other information security domains.

Governance

Amplify’s Information Security Committee has primary responsibility for the development, maintenance, and implementation of the Amplify information security program. The Information Security Committee is responsible for all information risk management activities within the company and is composed of technology, business and legal leaders from the organization. The Committee meets weekly and includes a dedicated VP of Information Security and a program manager to oversee, direct and coordinate its activities.

Policy execution

Adherence to the internal Amplify information security policy is an obligation of every Amplify employee. Amplify conducts a series of internal monitoring procedures to verify compliance with internal information security policies, and all Amplify employees undergo annual criminal background checks. In addition, any third-party contractors who come into contact with systems that may contain student data are contractually bound to maintain security and privacy of the data.

3. Data access controls

Access control

Amplify’s access control principles dictate that all student data we store on behalf of customers is only accessible to district-authorized users and to a limited set of internal Amplify users who may only access the data for purposes authorized by the district. Districts maintain control over their internal users and may grant or revoke access.

In limited circumstances and strictly for the purposes of supporting school districts and maintaining the functionality of systems, certain Amplify users may access Amplify systems with student data. All such access to student data by Amplify technicians or customer support requires both authentication and authorization to view the information.

Encryption

Data encryption is an important element of our protection of sensitive data at rest and in transit, and is reviewed and updated as appropriate annually, based on the latest standards and guidelines published by OWASP and NIST.

  • In transit: Amplify encrypts all student data in transit over public connections, using Transport Layer Security (TLS), commonly known as SSL, using industry-standard protocols, ciphers, algorithms, and key sizes.
  • At rest: Amplify encrypts student data at rest using the industry-standard AES-256 encryption algorithm.

4. Application security by design

Building the right roles into applications

Permissions within Amplify applications are designed on the principle that school districts control access to all student data. To facilitate this, Amplify applications are designed so that roles and permissions flow from the district to the individual user. For example, applications that offer schools a way to collect and report on assessment results have a web interface that requires district administrators to authorize individuals to view student data.

Security controls within applications are used to ensure that the desired privacy protections are technically enforced within the system. For example, if a principal is supposed to see only the data related to his or her school, Amplify ensures that, throughout the design and development process, our products restrict principals from seeing records for any students outside his or her school.

To make sure Amplify applications properly enforce permissions and roles, our development teams conduct reviews early in the design process to ensure roles and permissions are an essential component of the design of new applications.

Building security controls into applications

Amplify applications are also developed to minimize security vulnerabilities and ensure industry-standard application security controls are in place.

As part of the development process, Amplify has a set of application security standards that all applications handling student data are required to follow, including:

  • Student data is secured using industry standard encryption when in transit between end-users and Amplify systems.
  • Applications are built with password brute-force attack prevention.
  • User sessions expire after a fixed period of time.

We also conduct manual and automated static code analysis as well as dynamic application security testing to preemptively identify vulnerabilities published by industry leaders such as OWASP (Open Web Application Security Project)

5. Proactive security

Risk assessments

Amplify periodically engages a security consulting firm to conduct risk assessments, aimed at identifying and prioritizing security vulnerabilities. The Information Security Committee coordinates remediation of the vulnerabilities. The security consulting firm also provides ongoing advice on current risks and advises on remediation of vulnerabilities and incident response.

Penetration testing

Amplify engages third-party firms to continually conduct application penetration testing.  The purpose of this testing is to test for application security vulnerabilities in the production environment.  We work with third party penetration testing program partners. Third-party testing involves a combination of automated and manual testing.

Vulnerability management

Amplify ensures that its systems are free of known vulnerabilities in several ways. Every production server runs vulnerability detection software that compares the installed software against a global database of known vulnerabilities. Secondly, we employ real time network monitoring that reports on any potentially malicious traffic. In addition, a third-party security firm continually reviews all of our system logs for potential security breaches. Lastly we continually test our applications against common malicious internet traffic. Violations in any of these areas will alert one of our operations teams, who are available around the clock.

In addition, Amplify participates in a private bug bounty program through HackerOne, working with the security community to find security vulnerabilities and support our efforts to keep our data and systems safe and secure.

Endpoint security

Access to production systems at Amplify is restricted to a limited set of internal Amplify users to support technical infrastructure, troubleshoot customer issues, or other purposes authorized by the district. In addition, Amplify requires multi-factor (MFA) authentication methods for access to all production systems. MFA involves a combination of something only the user knows and something only the user can access. For example, MFA for administrative access could involve entering a password as well as entering a one-time passcode sent via text message to the administrator’s mobile phone. The use of MFA reduces the possibility that an unauthorized individual could use a compromised password to access a system.

Infrastructure security

Network filtering technologies are used to ensure that production environments with student data are properly segmented from the rest of the network. Production environments only have limited external access to enable customers to use our web interfaces and other services. In addition, Amplify uses firewalls to ensure that development servers have no access to production environments.

Other measures that Amplify takes to secure its operational environment include system monitoring to detect anomalous activity that could indicate potential attacks and breaches.

Security training

At Amplify, we believe that protecting student data is the responsibility of all employees. We implemented a comprehensive information security awareness training program that all employees  undergo upon initial hire, with an annual refresher training. We also provide information security training and annual social engineering tests for specific departments based on role.

6. Reactive security

Monitoring

Intrusion detection and prevention systems (IDS/IPS) are in place to analyze the network device logs, monitor the network and report anomalous activity for appropriate resolution.

Incident response

Amplify maintains a comprehensive Security Incident Response Policy Plan, which sets out roles, responsibilities and procedures for reporting, investigation, containment, remediation and notification of security incidents. Amplify works with reputable firms for incident response and digital forensics support, as well as annual table-top exercises in coordination with cybersecurity experts.

Business Continuity Planning and Disaster Recovery

Amplify maintains a comprehensive Business Continuity Planning and Disaster Recovery Plan (BCP/DR), to guide personnel in procedures to protect against business disruptions caused by an unexpected event. The plans and related operations processes are tested on a semiannual basis, with ensuing operations improvement and remediation work.

7. Compliance

Audits

In addition to penetration testing and other proactive security testing and monitoring outlined above, Amplify undergoes annual SOC 2 Type 2 examinations of controls relevant to security. The examination is formally known as a Type 2 Independent Service Auditor’s Report on Controls Relevant to Security. The most recent examination was conducted by Schellman & Company, LLC and covers the period from April 1, 2024–March 31, 2025. The report states that Amplify’s systems meet the criteria for the security principle and opine on management’s description of the organization’s system and the suitability of the design of controls to protect against unauthorized access, use, or modification.

The Type 2 report also opines on the operating effectiveness of controls over the review period. This means that our auditors confirmed that we have continued to follow established security controls over the period of time of the review.

Certifications

SOC 2: Amplify successfully completed the SOC 2 Type 2 examination of controls relevant to security (see above, under “Audits”).

Privacy

Amplify’s products are built to facilitate district compliance with applicable data privacy laws, including FERPA and state laws related to the collection, access and review and disclosure of student data. Amplify’s Customer Privacy Policy describes the types of information collected and maintained on behalf of our school district customers and limitations on use and sharing of that data.

8. Supporting documentation

In the course of customer security assessment, the following documentation can be provided by Amplify upon customers’ request:

  • Penetration Testing Report
  • Risk Assessment Report
  • SOC 2 Type 2 Report

9. Report a vulnerability

To report a security vulnerability, click here.

Welcome, Middle School Science Reviewers!

Thank you for taking the time to review Amplify Science for grades 6–8. On this site, you’ll find all the resources you need to learn more about this engaging and robust NGSS program. Plus, we make it easy to experience our program firsthand with a live demo account that features our interactive learning platform.

A person in protective glasses examines a glass of water, surrounded by illustrations of a rocket, telescope, polar bear, clouds, rain, and moon phases on a colorful abstract background.

Overview

With Amplify Science, students don’t just passively learn about science concepts.

No matter where your students are learning—whether at school or at home—they take on the role of scientists and engineers to actively investigate and make sense of real-world phenomena. They do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.

Listen to these educators share how the program empowers students to think, read, write, and argue like real scientists and engineers every day.

EdReports All-Green

Amplify Science for grades K–8 has been rated all-green by EdReports.

Read the review on EdReports.

A boy stirs a clear liquid in a plastic cup while a girl smiles beside him in a classroom with students and a teacher in the background. EdReports badge is overlaid in the corner.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities.

As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon. It’s this proven program structure and lesson design that enables Amplify Science to address 100% of the NGSS in fewer days than other programs.

Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Unit Sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.
 
In fact, our multi-modal instruction offers more opportunities for students to construct meaning, and practice and apply concepts than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

Collage of four images: a watercolor desert scene, three kids examining a gadget, a hand placing beads into a container, and a woman in a sunhat in a stylized field.
Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.

Unit 1

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.

Unit 2

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.

Unit 3

Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

An image showing a graphic of spiders of different colors with distinct leg and body patterns, including brown, yellow, and blue variations. The background is a dark, textured surface.

Unit 4

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.

Unit 5

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school. 

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

Unit 6

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

Illustration of a village with houses, fields and mountains under a cloudy sky with waves of wind or rain.

Unit 7

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

A polar bear stands on a small ice floe in the ocean with an orange sun in the sky and distant icy mountains in the background.

Unit 8

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

Unit 9

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

Unit 1

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable. 

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

Unit 2

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

Unit 3

Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

Unit 4

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Illustration showing the stages of melting an orange popsicle: whole, partially melted, more melted, and almost completely melted, with wooden sticks, on a purple background.

Unit 5

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

Unit 6

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

Abstract digital artwork featuring numerous red and gray circles overlapping a split background of blue and light purple, creating a dynamic and energetic composition.

Unit 7

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

An illustration of a whale with jellyfish and turtles from Amplify Science

Unit 8

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased. 

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

Unit 9

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.

Unit 1

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

A spacecraft approaches and docks with a space station featuring large blue solar panels, set against a backdrop of outer space.

Unit 2

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

Unit 3

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

Unit 4

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

Illustration of Earth with arrows and wavy lines representing solar radiation entering the atmosphere, showing a focus on the Asia-Pacific region.

Unit 5

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

Unit 6

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.

Unit 7

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.

Unit 8

Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.

Unit 9

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Access program

Watch the video to the right plus the ones below showing you how to navigate our digital platform. When you’re ready, follow the instructions below to log into our live demo account.

  • Click the orange button below to access the platform.
  • Choose the resources you’d like to review.
  • Pick your grade level from the drop-down menu.
  • Scroll down to find additional grade-level resources.
Access the digital platform now

Navigating an Engineering Internship (Part 1)

This Part 1 video demonstrates how Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. In the process, they apply and deepen their learning from Core units.

Navigating an Engineering Internship (Part 2)

This Part 2 video demonstrates how to use the Futura Workspace to manage the immersive experience of the Engineering Internship units. This includes guidance on how to create student groups, how to review student work, and how to send students targeted feedback on their designs.

Navigating our reporting tools

Teachers of Amplify Science grades 6–8 have access to a feature called Reporting. When unit assessments are administered digitally, the Reporting tool enables teachers to analyze student performance on the unit assessments.

Differentiation post-assessment

Every core unit of Amplify Science 6–8 features a formal formative assessment opportunity at the mid-way point, or “Critical Juncture,” of the unit, which provides an important opportunity for differentiation.

Resources

An adult sits on a couch using a laptop while a child next to them does homework in a notebook.

Remote and Hybrid Learning Guide

Learn more about new product enhancements and resources to help you and your sta…

Two students collaborate at a desk, discussing a science workbook. Other students are visible in the background, engaged in the vibrant atmosphere of the classroom.

Course structure for 6–8

Take a closer look at how the program is organized.

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

Unit phenomena for 6–8

Take a closer look at the middle school unit phenomena featured in each grade le…

A laptop screen displays a simulation about Earth's energy system, with surrounding images showing diagrams and energy flow models.

Classroom Slides for 6–8

Classrooms Slides for middle school are coming soon! These customizable PowerPoi…

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Sims for 4–8

Take a closer look at the digital Simulations included at each grade level.

A student reviews a science textbook and looks at a laptop in a classroom, while other students work together on their science projects in the background.

Active reading in 6–8

Learn how we support students in learning how to interact with scientific texts….

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.

Investigations for 6–8

Explore the types of investigations that take place in middle school classrooms….

A collection of assorted electronic components and supplies, including batteries, motors, wires, switches, rubber bands, small propellers, cups, solar panel, bulbs, and fasteners.

Materials Kits for 6–8

See what components come in our materials kits!

Two students sit at desks writing in notebooks and using laptops in a classroom setting.

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

Get in touch

Smiling man with short hair and a trimmed beard wearing a light blue collared shirt against a plain white background.

Have questions? Bob McCarty is standing by and ready to help.

Robert “Bob” McCarty
Senior Account Executive
(435) 655-1731
rmccarty@amplify.com

Welcome, Idaho science reviewers!

To view this protected page, enter the password below:



A closer look at grades 6–8 (domain)

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process: Spark intrigue, Explore evidence, Explain and elaborate, and Evaluate claims, leading to ongoing engagement and building complexity.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 6–8 program to address 100% of the NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to actively read in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

A rover sits on a rocky, reddish hill under a hazy sky, leaving visible tire tracks across the barren landscape.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.    

Two prehistoric marine reptiles with long snouts are near a rocky shoreline, one on land and one in the water, with an island and clouds in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.    

A geometric badge with a mountain, telescope, and audio wave icons on a purple background with polygonal shapes.
Plate Motion Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.    

Illustration of a volcano by the sea with smoke, trees, mountains, and a cross-section showing a fault line beneath the ground.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.    

Illustration of a city skyline at night with buildings, a bridge, and a large full moon in a starry sky.
Earth, Sun, and Moon

Domain: Earth and Space Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.    

Abstract digital painting of a landscape with green hills, a red-orange horizon, and a large yellow sun surrounded by blue and orange swirling shapes on the right.
Ocean, Atmosphere, and Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.    

Illustration of a town with houses and fields under a sky with large clouds and swirling wind patterns, set against a backdrop of hills and mountains.
Weather Patterns

Domain: Earth and Space Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.    

A polar bear stands on a small ice floe surrounded by water and floating ice under a red sun in an Arctic landscape.
Earth’s Changing Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.    

Hexagonal badge with icons including a wrench, building, sun, screwdriver, paint can, and molecules on a purple geometric background.
Earth’s Changing Climate Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.    

Colorful abstract digital artwork featuring a yellow figure holding a device, with blue and red shapes and textured patterns in the background.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.    

An abstract illustration of a person having their mouth and throat examined with a tongue depressor, surrounded by colorful shapes, with an eye chart in the background.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.    

Geometric orange background with a hexagon icon displaying symbols for statistics, farming, healthcare, safety vest, chemistry, and agriculture.
Metabolism Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.    

Six spiders with different colors and stripe patterns are arranged in a grid pattern on a dark background, showing variations in leg and body color.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.    

An underwater scene shows a whale surrounded by jellyfish, sea turtles, and fish, with sunlight filtering through the water.
Populations and Resources

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.    

A low-poly landscape with trees, mushrooms, a rabbit sitting, and a fox bending down near another rabbit under a sunny sky with mountains in the background.
Matter and Energy in Ecosystems

Domain: Life Science

Unit type: Core

Student role: Ecologists

Phenomenon: What caused the mysterious crash of a biodome ecosystem?    

Three green dinosaurs and one yellow dinosaur stand in a row on grass, each with purple spikes and a red spot on their backs. The sky is blue with light clouds.
Natural Selection

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.    

Red-toned graphic with hexagonal badge featuring a world map, a mosquito, a DNA strand, charts, cubes, and circular icons. Geometric background pattern.
Natural Selection Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises are near a river; one is by the water and the other is standing on land and stretching its neck toward a leafy tree.

Evolutionary History

Domain: Life Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Two people climb over rocky terrain strewn with electronic waste, with illustrated insets showing a hiking boot, a solar-powered device, and a person adjusting a belt-like gadget.
Harnessing Human Energy

Domain: Physical Science

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.    

A spacecraft approaches a modular space station with large solar panels, set against a backdrop of outer space.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.    

Green geometric background with a hexagonal badge showing a parachute, a box, a ruler, a bandage, and stacked layers.
Force and Motion Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents. 

Illustration of a roller coaster car full of people with raised arms, speeding down a loop against a blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.    

Illustration of a person in a red coat and hat with arms crossed, eyes closed, surrounded by large orange and brown circles, possibly representing snow or lights.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.    

An orange popsicle gradually melts, shown in four stages from solid to completely melted, with wooden sticks visible, against a purple background.
Phase Change

Domain: Physical Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.    

A green background with a picture of a person and a sandwich.
Phase Change Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.    

Digital illustration showing red and blue molecules on a blue background transitioning to a lighter background, representing molecular diffusion across a boundary.
Chemical Reactions

Domain: Physical Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.    

Illustration of Earth with yellow arrows and colored waves approaching from the left, representing incoming solar or cosmic radiation.
Light Waves

Domain: Physical Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.    

Resources

Pilot support brochure for grades 6–8 (Domain…

Unit phenomena for grade 6-8 (Domain)

Take a closer look at the unit phenomena featured in each grade level.

Classroom Slides for 6–8

Your new hands-free TG is coming soon! These PowerPoints for every lesson make t…

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Planning Guide for grades 6–8 (Domain)

Check out these tips for planning to teach.

Active reading in grades 6–8

Scientists read and write with purpose too.

Investigations for grades 6–8 (Domain)

Explore the types of investigations that take place in 6–8 classrooms.

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Sims for grades 4–8

Take a closer look at the digital simulations included at each grade level.

Approaches to assessment at 6–8

Learn about our embedded assessments.

A closer look at grades 6–8 (domain)

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process: Spark intrigue, Explore evidence, Explain and elaborate, and Evaluate claims, leading to ongoing engagement and building complexity.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 6–8 program to address 100% of the NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to actively read in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

A rover sits on a rocky, reddish hill under a hazy sky, leaving visible tire tracks across the barren landscape.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.    

Two prehistoric marine reptiles with long snouts are near a rocky shoreline, one on land and one in the water, with an island and clouds in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.    

A geometric badge with a mountain, telescope, and audio wave icons on a purple background with polygonal shapes.
Plate Motion Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.    

Illustration of a volcano by the sea with smoke, trees, mountains, and a cross-section showing a fault line beneath the ground.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.    

Illustration of a city skyline at night with buildings, a bridge, and a large full moon in a starry sky.
Earth, Sun, and Moon

Domain: Earth and Space Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.    

Abstract digital painting of a landscape with green hills, a red-orange horizon, and a large yellow sun surrounded by blue and orange swirling shapes on the right.
Ocean, Atmosphere, and Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.    

Illustration of a town with houses and fields under a sky with large clouds and swirling wind patterns, set against a backdrop of hills and mountains.
Weather Patterns

Domain: Earth and Space Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.    

A polar bear stands on a small ice floe surrounded by water and floating ice under a red sun in an Arctic landscape.
Earth’s Changing Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.    

Hexagonal badge with icons including a wrench, building, sun, screwdriver, paint can, and molecules on a purple geometric background.
Earth’s Changing Climate Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.    

Colorful abstract digital artwork featuring a yellow figure holding a device, with blue and red shapes and textured patterns in the background.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.    

An abstract illustration of a person having their mouth and throat examined with a tongue depressor, surrounded by colorful shapes, with an eye chart in the background.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.    

Geometric orange background with a hexagon icon displaying symbols for statistics, farming, healthcare, safety vest, chemistry, and agriculture.
Metabolism Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.    

Six spiders with different colors and stripe patterns are arranged in a grid pattern on a dark background, showing variations in leg and body color.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.    

An underwater scene shows a whale surrounded by jellyfish, sea turtles, and fish, with sunlight filtering through the water.
Populations and Resources

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.    

A low-poly landscape with trees, mushrooms, a rabbit sitting, and a fox bending down near another rabbit under a sunny sky with mountains in the background.
Matter and Energy in Ecosystems

Domain: Life Science

Unit type: Core

Student role: Ecologists

Phenomenon: What caused the mysterious crash of a biodome ecosystem?    

Three green dinosaurs and one yellow dinosaur stand in a row on grass, each with purple spikes and a red spot on their backs. The sky is blue with light clouds.
Natural Selection

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.    

Red-toned graphic with hexagonal badge featuring a world map, a mosquito, a DNA strand, charts, cubes, and circular icons. Geometric background pattern.
Natural Selection Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises are near a river; one is by the water and the other is standing on land and stretching its neck toward a leafy tree.

Evolutionary History

Domain: Life Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Two people climb over rocky terrain strewn with electronic waste, with illustrated insets showing a hiking boot, a solar-powered device, and a person adjusting a belt-like gadget.
Harnessing Human Energy

Domain: Physical Science

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.    

A spacecraft approaches a modular space station with large solar panels, set against a backdrop of outer space.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.    

Green geometric background with a hexagonal badge showing a parachute, a box, a ruler, a bandage, and stacked layers.
Force and Motion Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents. 

Illustration of a roller coaster car full of people with raised arms, speeding down a loop against a blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.    

Illustration of a person in a red coat and hat with arms crossed, eyes closed, surrounded by large orange and brown circles, possibly representing snow or lights.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.    

An orange popsicle gradually melts, shown in four stages from solid to completely melted, with wooden sticks visible, against a purple background.
Phase Change

Domain: Physical Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.    

A green background with a picture of a person and a sandwich.
Phase Change Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.    

Digital illustration showing red and blue molecules on a blue background transitioning to a lighter background, representing molecular diffusion across a boundary.
Chemical Reactions

Domain: Physical Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.    

Illustration of Earth with yellow arrows and colored waves approaching from the left, representing incoming solar or cosmic radiation.
Light Waves

Domain: Physical Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.    

Resources

Pilot support brochure for grades 6–8 (Domain…

Unit phenomena for grade 6-8 (Domain)

Take a closer look at the unit phenomena featured in each grade level.

Classroom Slides for 6–8

Your new hands-free TG is coming soon! These PowerPoints for every lesson make t…

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Planning Guide for grades 6–8 (Domain)

Check out these tips for planning to teach.

Active reading in grades 6–8

Scientists read and write with purpose too.

Investigations for grades 6–8 (Domain)

Explore the types of investigations that take place in 6–8 classrooms.

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Sims for grades 4–8

Take a closer look at the digital simulations included at each grade level.

Approaches to assessment at 6–8

Learn about our embedded assessments.

Welcome, Jordan K-8 reviewers!

To view this protected page, enter the password below:



Welcome, Ohio educators!

Designed from the ground up to teach students to think, read, write, and argue like real scientists and engineers, Amplify Science combines literacy-rich activities with hands-on learning and digital tools to engage students in exploring compelling phenomena in every unit.

Students in a classroom interact with educational technology, featuring a diagram and charts on a screen, while working collaboratively on a laptop.

Overview

Developed by UC Berkeley’s Lawrence Hall of Science, our program features:

  • A phenomena-based approach where students construct a more complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Newly crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.

Hear what these educators have to say about the program. >

Approach to literacy

Two young children sit at a classroom table reading a book together, with educational materials spread out in front of them.

[Video] Literacy in action (K–5)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence.

A student sits at a desk writing with a pencil while focused on his work, with classroom materials visible in the background.

[Video] Literacy in action (6–8)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence.

A teacher in a green shirt helps a young student with writing at a classroom table, with other students and large numbers visible on the wall in the background.

Literacy-rich science instruction (K–5)

Immersing young students in reading, writing, and arguing like real scientists and engineers.

Two students sit at a table in a classroom, working on an assignment together. Other students are also seated and appear to be engaged in their work. Papers and books are spread out on the tables.

Active Reading in grades 6–8

Engaging middle school students in complex science texts.

Elementary school

Get started by watching this class share what they’re figuring out with Amplify Science. >

In Grades K–3 we recommend the national grade level units of Amplify Science to provide students with the appropriate grade level literacy and background knowledge. Individual units are available to purchase.

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
An illustration from Needs of Plants and Animals unit

Unit 1

Needs of Plants and Animals

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden ever since vegetables were planted.

An illustration from the Pushes and Pulls unit

Unit 2

Pushes and Pulls

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.

Silueta de una estructura de parque infantil contra un cielo azul con nubes y tres soles amarillos.

Unit 3

Sunlight and Weather

Student role: Weather scientists

Phenomenon: Students at one school are too cold during morning recess, while students at another are too hot during afternoon recess.

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.

Unit 1

Animal and Plant Defenses

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle will soon be released back into the ocean, where she will survive despite predators.

An illustration from the Light and Sound unit

Unit 2

Light and Sound

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.

An illustration from the Spinning Earth unit

Unit 3

Spinning Earth

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone at night.

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.

Unit 1

Plant and Animal Relationships

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.

Unit 2

Properties of Materials

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.

Ilustración de una costa con acantilados, un edificio de centro recreativo con un techo rojo y un letrero, árboles de hoja perenne, una bandera azul y una playa de arena debajo.

Unit 3

Changing Landforms

Student role: Geologists

Phenomenon: The cliff on which Oceanside Recreation Center is situated appears to be receding.

Una ilustración de un tren de alta velocidad moderno y aerodinámico que viaja por una vía elevada con un paisaje verde de fondo.

Unit 1

Balancing Forces

Student role: Engineers

Phenomenon: The fictional town of Faraday is getting a new train. Unlike typical trains, this one floats, which is causing some concern among the town’s citizens.

An illustration from the Inheritance and Traits unit

Unit 2

Inheritance and Traits

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park has some traits in common with one wolf pack in the park and other traits in common with a different pack.

An illustration from the Environments and Survival unit

Unit 3

Environments and Survival

Student role: Biomimicry engineers

Phenomenon: Over 10 years, a population of grove snails has changed. Populations with yellow shells have decreased, while those with banded shells have increased.

An illustration from the Weather and Climate unit

Unit 4

Weather and Climate

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an orangutan reserve, experience different weather patterns.

An illustration from the Energy Conversions unit

Unit 1

Energy Conversions

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts. Their electrical system seems to be failing.

An illustration from the Earth's Features unit

Unit 2

Earth’s Features

Student role: Geologists

Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.

An illustration from the Modeling Matter unit

Unit 3

Modeling Matter

Student role: Food scientists

Phenomenon: Some ingredients dissolve in a salad dressing while others, like oil and vinegar, appear to separate.

An illustration from the Earth System unit

Unit 4

The Earth System

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.

An illustration from the Patterns of Earth and Sky unit

Unit 1

Patterns of Earth and Sky

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times of the day, but it appears to be missing a piece.

An illustration from the Vision and Light unit

Unit 2

Vision and Light

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.

An illustration from the Waves, Energy, and Information unit

Unit 3

Waves, Energy, and Information

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park communicate with their calves despite the distance between them.

An illustration from the Ecosystem Restoration unit

Unit 4

Ecosystem Restoration

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing or thriving.

Middle school

Get started by watching this class share what they’re figuring out with Amplify Science. >

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

CORE

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.

CORE

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

ENGINEERING INTERNSHIP

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.

CORE

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.

LAUNCH

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.

CORE

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.

ENGINEERING INTERNSHIP

Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.

LAUNCH

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.

A girl runs with a colorful kite displaying literacy skills; text reads "Amplify. Science of Reading: A Primer | Part One" on a grassy landscape background.

CODING SCIENCE INTERNSHIP

Coding Science Internship: Coral Restoration (Optional)

Domains: Life Science, Coding Science

Unit type: Coding Science Internship

Student role: Coding science interns

Phenomenon: Implementing a restoration project to improve the health of coral reef populations in Hawaii.

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

CORE

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.

An illustration from the Weather Patterns unit

CORE

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.

An illustration from the Earth's Changing Climate unit

CORE

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

ENGINEERING INTERNSHIP

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

CORE

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.

An illustration from the Chemical Reactions unit

CORE

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.

An illustration from the Light Waves unit

CORE

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

An illustration of a whale with jellyfish and turtles from Amplify Science

CORE

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

CORE

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.

A girl runs with a colorful kite displaying literacy skills; text reads "Amplify. Science of Reading: A Primer | Part One" on a grassy landscape background.

CODING SCIENCE INTERNSHIP

Coding Science Internship: Coral Restoration (Optional)

Domains: Life Science, Coding Science

Unit type: Coding Science Internship

Student role: Coding science interns

Phenomenon: Implementing a restoration project to improve the health of coral reef populations in Hawaii.

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

LAUNCH

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

CORE

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

ENGINEERING INTERNSHIP

Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.

Una nave espacial se acerca a una estación espacial modular con paneles solares extendidos en una ilustración ambientada en el espacio.

CORE

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

ENGINEERING INTERNSHIP

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

CORE

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.

CORE

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.

CORE

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.

ENGINEERING INTERNSHIP

Natural Selection Engineering Internship

Domains: Life Science, Earth and Space Science

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

CORE

Rock Transformations (optional)

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.

CORE

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.

A girl runs with a colorful kite displaying literacy skills; text reads "Amplify. Science of Reading: A Primer | Part One" on a grassy landscape background.

CODING SCIENCE INTERNSHIP

Coding Science Internship: Coral Restoration (Optional)

Domains: Life Science, Coding Science

Unit type: Coding Science Internship

Student role: Coding science interns

Phenomenon: Implementing a restoration project to improve the health of coral reef populations in Hawaii.

Resources to support your review

Select a topic below to explore helpful resources with more information about Amplify Science, the program’s development, and pedagogy.

Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.
Four-step educational infographic depicting problem-solving process: engaging with real-world problems, exploring multiple sources, constructing explanations, and applying knowledge to new problems.
Integrated 5e model

Learn how the 5E elements are integrated throughout every unit.

Two children engaged in an animated conversation while sitting at a school desk with laptops and books.
Phenomena and storylines (K–5)

Read more about the real-world phenomena featured in each unit.

Children doing schoolwork at home
Phenomena and storylines (6–8)

Read more about the real-world phenomena featured in each unit.

A screenshot from a video titled "amplify science in action: a week in the..." featuring a smiling woman sitting in a classroom setting.
[Video] Planning in action (K–5)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

A woman smiling and gesturing while speaking, seated in a classroom with computers and educational materials around her, with a paused video screen featuring text about "amplify science.
[Video] Planning in action (6–8)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

Two young children sit at a classroom table, one smiling broadly, during an Amplify Science educational activity.
[Video] Hands-on in action (K–5)

Watch Amplify Science students conduct hands-on investigations.

A student in a classroom uses a dropper to add liquid to clear plastic cups during a science experiment. Other students and lab materials are visible in the background.
[Video] Hands-on in action (6–8)

Watch Amplify Science students conduct hands-on investigations.

Two young girls sit side by side at a desk, looking at a laptop screen and working together in a classroom setting.
[Video] Simulations and modeling tools (K–5)

Watch how students investigate phenomena with the help of digital tools.

Two students sit at a table in a classroom, working on laptops and talking, with other students visible in the background.
[Video] Simulations and modeling tools (6–8)

Watch how students investigate phenomena with the help of digital tools.

A young girl wearing safety goggles stretches a gooey substance from a cup in a kitchen or classroom setting.
Summary of Investigations (K–5) coming soon

Explore the types of investigations that students conduct.

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.
Summary of Investigations (6–8) coming soon

Explore the types of investigations that students conduct.

A young boy and girl sitting in a classroom, reading a book together with focused expressions.
Program structure and components (K–5)

Take a closer look at how the program is organized.

Teacher assisting two students working on laptops in a classroom; other students are in the background.
Program structure and components (6–8)

Take a closer look at how the program is organized.

Digital collage of various devices displaying educational content about earth’s energy system, including graphs and text explanations.
[Video] New! Classroom Slides

Learn more about our customizable PowerPoints for every lesson.

A laptop screen displays a writing lesson with prompts and a student's response in Amplify Classwork. The student's answer discusses dangers related to a specific scenario involving a sick child.
Classwork (6–8)

A new, intuitive approach to reviewing student work online.

An adult sits on a couch using a laptop while a child next to them does homework in a notebook.
Remote and hybrid learning guide

Amplify is here to help! Amplify Science will soon feature product enhancements and new resources that will help manage the new landscape of back-to-school 2020.

Educational presentation slides from grade 8 amplify science materials spanish kit, displaying various science topics like geology and biology.
Spanish-language supports

Learn more about the Spanish-language supports in Amplify Science.

students collaborating and using laptops
English Learners

Learn how we make learning accessible for English learners.

Amplify Science California supports you every step of the way on your journey to the California NGSS.
Students needing support

Learn how we make learning accessible for students who need more support.

Teacher using a tablet while conducting an mCLASS reading intervention with three young students seated around a table in a classroom.
Students ready for more

Learn how we make learning more rigorous for students ready for a challenge.

Two boys work together on a laptop while a woman—likely one of their middle school teachers—sits beside them, observing and smiling in a classroom setting.
Accessibility

Read more about text design and accessibility, including embedded Read-Aloud audio.

A teacher discusses educational content in front of a whiteboard while students in the classroom raise their hands eagerly.
Approach to assessment (K–5)

Learn about our embedded formative and summative assessments.

Two students sit at desks writing in notebooks and using laptops in a classroom setting.
Approach to assessment (6–8)

Learn about our embedded formative and summative assessments.

A teacher and a young student looking at a laptop together in a colorful classroom decorated with children's artwork.
NGSS Benchmark assessments

Learn more about the Next Generation Science Standards Benchmark assessments created by Amplify.

A young girl in a classroom gives a thumbs up with both hands, smiling broadly, while other students look on in the background.
NGSS Benchmark assessments

NGSS alignment by performance expectation.

Two students in a classroom, one looking at the camera and the other listening intently, with a whiteboard displaying educational content in the background.
NGSS alignment (6–8)

NGSS alignment by performance expectation.

Ready to explore with digital access and physical samples?

Start your digital review and request physical samples with these three easy steps.

  1. Note these Ohio specific login credentials for your digital access.
    Username: t.ohscience@tryamplify.net
    Password: AmplifyNumber1
  2. Click Review now.
  3. Complete the form and select Log in with Amplify to input the Ohio specific login.
A woman sits at a desk in a classroom, working on a laptop with an open binder and papers in front of her.

Contact an Amplify representative

For any questions, fill out the form to the right and a member of our sales team will reach out to you soon.

Katie Cannon
Senior Account Executive

Casie Rayes
Account executive

Matt Paupore
Senior Account Executive

Welcome, Nebraska educators!

Designed from the ground up for the NGSS to teach students to think, read, write, and argue like real scientists and engineers, Amplify Science combines literacy-rich activities with hands-on learning and digital tools to engage students in exploring compelling phenomena in every unit.

Students in a classroom interact with educational technology, featuring a diagram and charts on a screen, while working collaboratively on a laptop.

Overview

Developed by UC Berkeley’s Lawrence Hall of Science, our program features:

  • A phenomena-based approach where students construct a more complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Newly crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.

Hear what these educators have to say about the program. >

Explore your grade level

Get started by watching this class share what they’re figuring out with Amplify Science. >

Then select your grade level below to learn more about how we make this type of rich learning accessible to all students at every grade.

Grades K-5 Grades 6–8

Elementary school

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
A boy reads a book with an illustrated background featuring a dinosaur skull, the Earth, trees, clouds, and water.
An illustration from Needs of Plants and Animals unit

Unit 1

Needs of Plants and Animals

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden ever since vegetables were planted.

An illustration from the Pushes and Pulls unit

Unit 2

Pushes and Pulls

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.

Silueta de una estructura de parque infantil contra un cielo azul con nubes y tres soles amarillos.

Unit 3

Sunlight and Weather

Student role: Weather scientists

Phenomenon: Students at one school are too cold during morning recess, while students at another are too hot during afternoon recess.

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.

Unit 1

Animal and Plant Defenses

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle will soon be released back into the ocean, where she will survive despite predators.

An illustration from the Light and Sound unit

Unit 2

Light and Sound

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.

An illustration from the Spinning Earth unit

Unit 3

Spinning Earth

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone at night.

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.

Unit 1

Plant and Animal Relationships

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.

Unit 2

Properties of Materials

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.

Ilustración de una costa con acantilados, un edificio de centro recreativo con un techo rojo y un letrero, árboles de hoja perenne, una bandera azul y una playa de arena debajo.

Unit 3

Changing Landforms

Student role: Geologists

Phenomenon: The cliff on which Oceanside Recreation Center is situated appears to be receding.

Una ilustración de un tren de alta velocidad moderno y aerodinámico que viaja por una vía elevada con un paisaje verde de fondo.

Unit 1

Balancing Forces

Student role: Engineers

Phenomenon: The fictional town of Faraday is getting a new train. Unlike typical trains, this one floats, which is causing some concern among the town’s citizens.

An illustration from the Inheritance and Traits unit

Unit 2

Inheritance and Traits

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park has some traits in common with one wolf pack in the park and other traits in common with a different pack.

An illustration from the Environments and Survival unit

Unit 3

Environments and Survival

Student role: Biomimicry engineers

Phenomenon: Over 10 years, a population of grove snails has changed. Populations with yellow shells have decreased, while those with banded shells have increased.

An illustration from the Weather and Climate unit

Unit 4

Weather and Climate

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an orangutan reserve, experience different weather patterns.

An illustration from the Energy Conversions unit

Unit 1

Energy Conversions

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts. Their electrical system seems to be failing.

An illustration from the Vision and Light unit

Unit 2

Vision and Light

Student role: Conservation biologists

Phenomenon: The population of Tokay geckos in a rain forest in the Philippines has decreased since the installation of new highway lights.

An illustration from the Earth's Features unit

Unit 3

Earth’s Features

Student role: Geologists


Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.

An illustration from the Waves, Energy, and Information unit

Unit 4

Waves, Energy, and Information

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park communicate with their calves despite the distance between them.

An illustration from the Patterns of Earth and Sky unit

Unit 1

Patterns of Earth and Sky

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times of the day, but it appears to be missing a piece.

An illustration from the Modeling Matter unit

Unit 2

Modeling Matter

Student role: Food scientists

Phenomenon: Some ingredients dissolve in a salad dressing while others, like oil and vinegar, appear to separate

Illustration of a pixelated green mountain cliff deconstructing into a digital grid, with red dots floating over a tranquil sea and flying white birds.

Unit 3

The Earth System

Student role: Water resource engineers

Phenomenon: East Ferris, a city on one side of the fictional Ferris Island, is experiencing a water shortage, while West Ferris is not.

An illustration from the Ecosystem Restoration unit

Unit 4

Ecosystem Restoration

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing or thriving.

Middle school

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
A person in a black hoodie smiles while working on a laptop, surrounded by illustrations of rockets, satellites, popsicles, and the Earth.
Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.

LAUNCH

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.

CORE

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.

ENGINEERING INTERNSHIP

Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.

CORE

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.

CORE

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.  

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

CORE

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

An illustration from the Weather Patterns unit

CORE

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

An illustration from the Earth's Changing Climate unit

CORE

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

Engineering Internship

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

LAUNCH

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.  

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

CORE

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.   

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

ENGINEERING INTERNSHIP

Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

CORE

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.

CORE

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.  

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

ENGINEERING INTERNSHIP

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

An illustration from the Chemical Reactions unit

CORE

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.   

An illustration of a whale with jellyfish and turtles from Amplify Science

CORE

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.  

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

CORE

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.

LAUNCH

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

Illustration of a futuristic space station with large solar panels, orbiting in deep space, emitting a blue glow from its propulsion system.

CORE

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.   

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

ENGINEERING INTERNSHIP

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

CORE

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

An illustration from the Light Waves unit

CORE

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.   

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

CORE

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.

CORE

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.

ENGINEERING INTERNSHIP

Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.   

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.

CORE

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Resources to support your review

Select a topic below to explore helpful resources with more information about Amplify Science, the program’s development, and pedagogy.

Dos niñas están sentadas en una mesa, mirando juntas la pantalla de una computadora portátil en un salón de clases. Al fondo se ven estanterías con libros y materiales de clase.
Two children engaged in an animated conversation while sitting at a school desk with laptops and books.
Phenomena and storylines (K–5)

Read more about the real-world phenomena featured in each unit.

Children doing schoolwork at home
Phenomena and storylines (6–8)

Read more about the real-world phenomena featured in each unit.

Four-step educational infographic depicting problem-solving process: engaging with real-world problems, exploring multiple sources, constructing explanations, and applying knowledge to new problems.
Integrated 5e model

Learn how the 5E elements are integrated throughout every unit.

A woman smiling and gesturing while speaking, seated in a classroom with computers and educational materials around her, with a paused video screen featuring text about "amplify science.
[Video] Planning in action (K–5)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

A screenshot from a video titled "amplify science in action: a week in the..." featuring a smiling woman sitting in a classroom setting.
[Video] Planning in action (6–8)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

Two children sitting at a table, one in a yellow shirt and the other in pink, smiling and looking forward.
[Video] Hands-on in action (K–5)

Watch Amplify Science students conduct hands-on investigations.

A boy in a science classroom observes a reaction in a clear cup. Other students and lab materials are in the background.
[Video] Hands-on in action (6–8)

Watch Amplify Science students conduct hands-on investigations.

Two children in school uniforms work together on laptops in a classroom setting, with focus on learning and collaboration.
[Video] Simulations and modeling tools (K–5)

Watch how students investigate phenomena with the help of digital tools.

Students sitting at a table using laptops, engaging in a classroom activity.
[Video] Simulations and modeling tools (6–8)

Watch how students investigate phenomena with the help of digital tools.

A young girl wearing safety goggles stretches a gooey substance from a cup in a kitchen or classroom setting.
Summary of Investigations (K–5)

Explore the types of investigations that students conduct.

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.
Summary of Investigations (6–8)

Explore the types of investigations that students conduct.

A young boy and girl sitting in a classroom, reading a book together with focused expressions.
Program structure and components (K–5)

Take a closer look at how the program is organized.

Teacher assisting two students working on laptops in a classroom; other students are in the background.
Program structure and components (6–8)

Take a closer look at how the program is organized.

Digital collage of various devices displaying educational content about earth’s energy system, including graphs and text explanations.
[Video] New! Classroom Slides

Learn more about our customizable PowerPoints for every lesson.

A laptop screen displays a writing lesson with prompts and a student's response in Amplify Classwork. The student's answer discusses dangers related to a specific scenario involving a sick child.
Classwork (6–8)

A new, intuitive approach to reviewing student work online.

students collaborating and using laptops
English Learners

Learn how we make learning accessible for English learners.

Amplify Science California supports you every step of the way on your journey to the California NGSS.
Students needing support

Learn how we make learning accessible for students who need more support.

Teacher using a tablet while conducting an mCLASS reading intervention with three young students seated around a table in a classroom.
Students ready for more

Learn how we make learning more rigorous for students ready for a challenge.

Two young children sit at a table looking at an open book, with other books placed in front of them. A play button is visible over the image.
[Video] Literacy in action (K–5)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence

A student writes in a notebook, holding a pencil, focused on the task.
[Video] Literacy in action (6–8)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence.

A teacher in a green shirt helps a young student with writing at a classroom table, with other students and large numbers visible on the wall in the background.
Literacy-rich science instruction (K–5)

Immersing young students in reading, writing, and arguing like real scientists and engineers.

Two students sit at a table in a classroom, working on an assignment together. Other students are also seated and appear to be engaged in their work. Papers and books are spread out on the tables.
Active Reading in grades 6–8

Engaging middle school students in complex science texts.

Two boys work together on a laptop while a woman—likely one of their middle school teachers—sits beside them, observing and smiling in a classroom setting.
Accessibility

Read more about text design and accessibility, including embedded Read-Aloud audio.

A teacher discusses educational content in front of a whiteboard while students in the classroom raise their hands eagerly.
Approach to assessment (K–5)

Learn about our embedded formative and summative assessments.

Two students sit at desks writing in notebooks and using laptops in a classroom setting.
Approach to assessment (6–8)

Learn about our embedded formative and summative assessments.

A teacher and a young student looking at a laptop together in a colorful classroom decorated with children's artwork.
NGSS Benchmark assessments

Learn more about the Next Generation Science Standards Benchmark assessments created by Amplify.

A young girl in a classroom gives a thumbs up with both hands, smiling broadly, while other students look on in the background.
NGSS alignment (K–5)

NGSS alignment by performance expectation.

Two students in a classroom, one looking at the camera and the other listening intently, with a whiteboard displaying educational content in the background.
NGSS alignment (6–8)

NGSS alignment by performance expectation.

Two children sit at a table with Chromebooks, facing each other and talking, in a classroom with books and storage bins in the background.
Remote and hybrid learning guide

Amplify is here to help! Amplify Science will soon feature product enhancements and new resources that will help manage the new landscape of back-to-school 2020.

Educational presentation slides from grade 8 amplify science materials spanish kit, displaying various science topics like geology and biology.
Spanish-language supports

Learn more about the Spanish-language supports in Amplify Science.

Ready to start exploring with digital access?

A woman sits at a desk in a classroom, working on a laptop with an open binder and papers in front of her.

Contact an Amplify representative

Laina Armbruster
larmbruster@amplify.com
(602) 791-4135

Bob McCarty
rmccarty@amplify.com
(435) 655-1731

Kristin McDonald
kmcdonald@amplify.com
(515) 240-0244

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A closer look at grades 6–8

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process diagram with icons: spark a real-world problem, explore sources, explain and elaborate, and evaluate claims, all linking to engage with cohesive storylines.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 6–8 program to address 100% of the California NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

Chart displaying educational science topics for grades 6 to 8, categorized by grade level, duration in days, and number of classes. Includes subjects like microbiome, geology, and natural selection.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science California. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Download unit guide

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.
Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Download unit guide

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school. 

Download unit guide

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.
Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

An illustration from the Weather Patterns unit
Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

Download unit guide

An illustration from the Earth's Changing Climate unit
Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

Download unit guide

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.
Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable. 

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

Download unit guide

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.
Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Download unit guide

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.
Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Download unit guide

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

An illustration from the Chemical Reactions unit
Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

Download unit guide

An illustration of a whale with jellyfish and turtles from Amplify Science
Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased. 

Download unit guide

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.
Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Download unit guide

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.
Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

Illustration of a futuristic space station with large solar panels, orbiting in deep space, emitting a blue glow from its propulsion system.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Download unit guide

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.
Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

An illustration from the Light Waves unit
Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

Download unit guide

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.
Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Download unit guide

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.
Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Download unit guide

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.
Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.
Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Download unit guide

Resources

Two middle school girls use a Student Investigation Notebook to take on the role of scientists and engineers

Pilot support brochure for 6–8 (Integrated)

See how we customized our instructional sequence to fully support the Utah SEEd…

An illustration of a whale with jellyfish and turtles from Amplify Science

Unit phenomena for 6–8

Take a closer look at the unit phenomena featured in each grade level.

A laptop screen displays a simulation about Earth's energy system, with surrounding images showing diagrams and energy flow models.

Classroom Slides for 6–8

Your new hands-free TG is coming soon! These PowerPoints for every lesson make t…

A child wearing safety goggles closely examines an object through a magnifying glass in a classroom setting.

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

A student reviews a science textbook and looks at a laptop in a classroom, while other students work together on their science projects in the background.

Active reading in 6–8

Learn how we support students in learning how to interact with scientific texts….

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.

Investigations for 6–8

Explore the types of investigations that take place in middle school classrooms….

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Sims for 4–8

Two students sit at desks writing in notebooks and using laptops in a classroom setting.

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

A science education kit includes goggles, measuring cups, books on ecosystems and fuel burning, seeds, a jar, game pieces, and soil. Authored by The Lawrence Hall of Science.

Program component list for 6–8 (Integrated)

Explore the components that come with each unit.

Amplify’s Subprocessors

This page provides the current list of third party service providers that Amplify engages to help us provide our services and may have access to Personal Information of our customers (“Subprocessors”) as outlined in Amplify’s Customer Privacy Policy.

How to get notified of changes

Please use the “Subscribe to Updates” functionality at the top of the page to receive emails from Amplify regarding updates to the list of Subprocessors and/or changes to the information provided on this page. Should you choose not to use this functionality to receive email notifications, it is our expectation that you check the link regularly for any updates.

Our commitments regarding Service Providers

All of the Subprocessors listed below have a legitimate need to access Personal Information in order to provide their service to Amplify as a part of Amplify’s provision of the services to our customers. With regard to Subprocessors, Amplify commits to:

  • Conduct due diligence on the data privacy and security measures of new Subprocessors before providing access to Personal Information and monitor on an annual basis thereafter. As part of this process, Amplify reviews the Subprocessor’s security documentation, practices, and posture to ensure alignment with Amplify’s information security program and standards;
  • Enter into a written agreement which requires at least the same level of protection for Personal Information and individuals as set out in Amplify’s Customer Privacy Policy and our agreements with customers, as applicable, before providing access to Personal Information;
  • Restrict the Subprocessor’s access to Personal Information to only what is necessary to fulfill our contractual obligations or as otherwise permitted under the agreements with our customers or under applicable data privacy laws; and
  • Remain liable for any processing of Personal Information carried out by Subprocessors to the same extent we would be liable if performing the services ourselves.

Subprocessors

Amplify’s Subprocessors of Personal Information are:

Subprocessor Purpose Location Student Data Educator Data
Amazon Web Services Cloud hosting services United States A large, light peach-colored checkmark on a transparent background.
 A large, light peach-colored checkmark on a transparent background.
Anthology (formerly Blackboard) Video conferencing and attendee tracking for tutoring services United States A large, light peach-colored checkmark on a transparent background.
 A large, light peach-colored checkmark on a transparent background.
Boomi, Inc. Data integration United States   A large, light peach-colored checkmark on a transparent background.
Datadog Performance and security monitoring United States A large, light peach-colored checkmark on a transparent background.
 A large, light peach-colored checkmark on a transparent background.
dbt Labs, Inc. Run database queries United States A large, light peach-colored checkmark on a transparent background.
 A large, light peach-colored checkmark on a transparent background.
Egnyte, Inc. Secure file exchange United States A large, light peach-colored checkmark on a transparent background.
 A large, light peach-colored checkmark on a transparent background.
Fivetran, Inc. Database loading United States A large, light peach-colored checkmark on a transparent background.
 A large, light peach-colored checkmark on a transparent background.
Gainsight, Inc. Customer support United States   A large, light peach-colored checkmark on a transparent background.
Google, LLC Cloud hosting services United States A large, light peach-colored checkmark on a transparent background.
 A large, light peach-colored checkmark on a transparent background.
Google, LLC (Looker) Data warehouse analytics United States A large, light peach-colored checkmark on a transparent background.
 A large, light peach-colored checkmark on a transparent background.
HubSpot Email delivery United States   A large, light peach-colored checkmark on a transparent background.
MongoDB, Inc. Database hosting United States A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Salesforce Customer relationship management United States   A large, light peach-colored checkmark on a transparent background.
SchoolDay (formerly GG4L) Secure rostering United States A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Snowflake, Inc. Database hosting United States A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Talkdesk, Inc. Customer support United States   A large, light peach-colored checkmark on a transparent background.
Twilio, Inc. (Sendgrid) Email delivery United States A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

Updates

Date of Change Change Notes
October 10, 2025 Changed Blackboard to Anthology and GG4L to SchoolDay. Update MongoDB purpose. Added Datadog to the Students Subprocessor List. Created Educators Subprocessor List. Anthology and SchoolDay updated their corporate branding. Added list of Educator Data Subprocessors to clarify which partners process educator data.
June 14, 2024
 Removed Desmos Studio, PBC, Qualfon Data Services Group, LLC, and Zendesk, Inc. These partners and services are no longer used for customer support.
July 27, 2023
 Added Fivetran
 –
September 15, 2022
 Corrected name of Desmos Studio, PBC.
 –
July 21, 2022 Added Desmos Collective LLC, Google, MongoDB, Twilio, and Zendesk These services support Mathigon.org and Desmos Classroom
July 20, 2022 Added Qualfon Data Services Group, LLC –
October 4, 2021 Added Blackboard, Inc. –
July 26, 2021 Fishtown Analytics, Inc. renamed to dbt Labs, Inc. –
June 17, 2021 Updated with data warehousing and roster services providers –
May 28, 2021 Initial public posting. –

A closer look at grades 6–8

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process diagram: Spark intrigue, Explore evidence, Explain and elaborate, and Evaluate claims, connected by arrows, with an engagement statement below.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 6–8 program to address 100% of the NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

Abstract digital artwork featuring a yellow human figure, red shapes, and a blue-toned screen, with vibrant, multicolored patterns and textures in the background.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

An abstract illustration of a person receiving an oral examination, with colorful geometric shapes and an eye chart in the background.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Abstract orange background with geometric shapes, featuring icons of a vest, bar chart, leaf, beaker, fruit, medical stethoscope, and an envelope within a hexagonal frame.
Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

Six spiders with varying body colors (brown, yellow, blue, and red) and patterns are arranged on a dark, textured background, seemingly in a diagram or chart formation.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Illustration of a person with closed eyes in a red winter coat and hat, surrounded by falling snow and orange circles on a dark background.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school. 

Abstract illustration of a sun with blue and orange rays over a colorful landscape featuring green hills and a vibrant sky.
Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

Illustration of clouds above a small town and farmland, with wind currents depicted swirling through the landscape under a blue sky.
Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

A polar bear stands on a small floating ice sheet in the ocean, surrounded by melting ice, with a red sun in the sky.
Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

A purple hexagonal graphic with icons including a building, wrench, screwdriver, sun, molecules, paint bucket, and tiles on a geometric patterned background.
Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A robotic rover sits on a hill in a rocky, reddish landscape, with visible tracks in the dust leading to its current position under a hazy sky.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable. 

Two green prehistoric reptiles with long snouts are near the shore; one is on land while the other swims in blue water, with plants, rocks, and an island in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

A purple geometric background featuring a hexagonal badge with a telescope, mountain, audio wave, and star symbols inside.
Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration showing an ocean, forest, and mountains with a smoking volcano, plus a cross-section of underground tectonic plates.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Four stages of an orange popsicle melting on a stick, from fully frozen on the left to completely melted on the right, against a plain background.
Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Green geometric background with an outlined hexagon containing icons: a parachute, ruler, letter "A," bandage, stacked blocks, and a folded corner paper.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature. Domains: Engineering Design, Physical Science

Abstract illustration showing red and blue circles on a split blue and light background, representing molecular movement across a membrane or barrier.
Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

An underwater scene with a large whale surrounded by turtles, jellyfish, and various fish swimming in different directions.
Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased. 

Low-poly digital illustration of a fox hunting a rabbit in a forest with pine trees, mushrooms, mountains, and the sun in the background. Another rabbit sits near the trees.
Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Two people climb over rocks filled with electronic devices; inset illustrations show a boot, a belt of batteries, and a radio.
Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

A spacecraft approaches and docks with a modular space station featuring large blue solar panels, set against a black space background.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green graphic with hexagonal emblem showing an infant, a thermometer, layered materials, a medical symbol, and a flame icon.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Illustration of a roller coaster car with passengers raising their arms as they descend a steep track against a blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

Illustration of the Earth with arrows representing radiation or energy entering the atmosphere from space, focused on the Asia-Pacific region.
Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

A city skyline at night with illuminated windows, a large full moon, stars in the sky, and a bridge visible on the left side.
Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Four polygonal dinosaurs walking in a row, three green and one yellow, each with a rock and purple spikes on their backs, set against a grassy background with a blue sky.
Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Red geometric background featuring a hexagonal emblem with icons of a world map, mosquito, DNA strand, bar chart, and interconnected blocks.
Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two tortoises with long necks are by a river; one is browsing leaves from a bush while the other is walking near the water's edge.
Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Resources

Pilot support brochure for 6–8 (Integrated)

Unit phenomena for 6–8

Take a closer look at the unit phenomena featured in each grade level.

Classroom Slides for 6–8

Your new hands-free TG is coming soon! These PowerPoints for every lesson make t…

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Active reading in 6–8

Scientists read and write with purpose too.

Investigations for 6–8

Explore the types of investigations that take place in middle school classrooms….

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Sims for 4–8

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

Elementary literacy

Science of reading resources

What does the “science of reading” really mean? How can you apply it in the classroom? We’ve created resources to help you get started

A girl in an orange dress runs through a green meadow, flying a colorful kite streaming words like letters, words, and sounds against a cloudy sky.

What is science reading?

The “science of reading,” or “structured literacy,” refers to the wealth of research findings on how students learn to read. 

At its heart is what experts call the Simple View of Reading, which describes the two fundamental skills required for people to read with comprehension: 

  • Decoding—the ability to recognize written words
  • Language comprehension—understanding what words mean

Decoding x Language Comprehension = Reading Comprehension

Without both decoding and language comprehension, reading comprehension cannot occur.

A group of diverse children attentively looking upwards with expressions of curiosity and interest.
Logo with the text built on the science of reading, featuring an open book icon above phonetic symbols on a bubbly orange background.

Download the Science of Reading Toolkit

Find out why foundational skills must start with sounds and the crucial role of background knowledge.

Get the kit now!

Amplify literacy programs built on the science of reading

Amplify’s suite of instruction, assessment, and intervention is based on the science of reading. Developed with experts, our highly-regarded programs for elementary core curriculum (Amplify Core Knowledge Language Arts), assessment, (mCLASS ®) and intervention and differentiated instruction (Amplify Reading and mCLASS ® Intervention) are a comprehensively aligned system based on the latest research.

Teacher in an orange sweater gestures while speaking to attentive students seated at desks in a classroom with educational posters on the walls.

Core instruction

Rated “all green” by EdReports.org, Amplify Core Knowledge Language Arts (CKLA) is an English language arts program for preK–5 offering explicit, systematic foundational skills and deep knowledge-building in real-world, relevant topics that kids love to learn about.

Learn more here >

high quality informational materials five fundamentals
A teacher interacts with three young students in a classroom, showing them something on a smartphone.

Universal and dyslexia screening

Valid, reliable data is at the center of a science of reading-based literacy system. Built from the ground up on the science of reading, mCLASS, Amplify’s literacy assessment for K–6, identifies risk of reading difficulties, including dyslexia, at the earliest levels.

As the only licensed digital provider of DIBELS® 8th Edition, mCLASS’s predictive, teacher-administered, one-minute measures generate actionable data on skills, risk levels, and level of support needed. Teachers receive targeted instruction for small groups and individual students.

Learn more here >

Remediation and enrichment

Amplify Reading, K–5 Edition, is an adaptive digital program that extends the learning from core instruction, giving students deep, differentiated practice in foundational skills, comprehension processes, and vocabulary—all while exploring narrative worlds designed to appeal to kids at each grade band. Part of Amplify’s integrated literacy suite, it syncs with mCLASS, using students’ assessment profiles to start them at the right place in the learning progression.

Learn more here >

A split image with a vibrant market scene on the left and a cozy bookstore scene on the right, featuring colorful characters and items.
high quality informational materials five fundamentals

Structured, staff-led intervention

For students below grade level, mCLASS Intervention for K–6 integrates with mCLASS screening and progress-monitoring to provide the analytical tools and resources educators need to make targeted, staff-led intervention a daily reality throughout the school year. Specifically, it groups students with similar needs and provides explicit, systematic foundational skills lessons for each group.

Learn more here >

Getting Started Resources

Cover image of the book Science of Reading: A Primer, Part One by Amplify, showing a person flying a kite with multicolored ribbons in a green landscape with trees and clouds.

Science of reading: Volume 2

Cover of Science of Reading: The Primer Part Two by Amplify, featuring an illustration of a person standing atop a large stair pyramid holding a staff with a glowing symbol, with trees and clouds in the background.

Science of reading: Volume 2

Illustration of a girl holding a kite with colorful tails labeled with reading skills. Text: Toolkit: Science of reading. Five insights you can start using today. Amplify logo in top left.

Science of reading Getting started..

A laptop screen displaying a webpage for Science of Reading: The Podcast, offering listening options and an illustration of a person running with colorful ribbons. Options include Apple Podcasts and Spotify.

Science of reading: The Podcast

Join us for an informative new episode featuring a new special guest every two w…

What would you like to do next?

Talk to product experts Stay up to date on new science of reading resources and podcasts

Amplify literacy curriculum sample boxes – TX

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Amplify literacy curriculum sample boxes – CA

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A closer look at grades 6–8 (domain)

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.

Is your school implementing the integrated model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 6–8 program to address 100% of the California NGSS in fewer lessons than other programs.

Scope and sequence

Every year of our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45 minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science California. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to actively read in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.    

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.    

Download unit guide

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.
Plate Motion Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.    

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.    

Download unit guide

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.
Earth, Sun, and Moon

Domain: Earth and Space Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.    

Download unit guide

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.
Ocean, Atmosphere, and Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.    

Ilustración de un pueblo con casas, campos y montañas bajo un cielo nublado con olas de viento o lluvia.
Weather Patterns

Domain: Earth and Space Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.    

Download unit guide

Un oso polar se encuentra sobre un pequeño témpano de hielo en el océano con un sol naranja en el cielo y lejanas montañas heladas al fondo.
Earth’s Changing Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.    

Download unit guide

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.
Earth’s Changing Climate Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.    

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.    

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.    

Download unit guide

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.
Metabolism Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.    

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.    

Download unit guide

An illustration of a whale with jellyfish and turtles from Amplify Science
Populations and Resources

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.    

Download unit guide

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.
Matter and Energy in Ecosystems

Domain: Life Science

Unit type: Core

Student role: Ecologists

Phenomenon: What caused the mysterious crash of a biodome ecosystem?    

Download unit guide

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.
Natural Selection

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.    

Download unit guide

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.
Natural Selection Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.
Evolutionary History

Domain: Life Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Download unit guide

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.
Harnessing Human Energy

Domain: Physical Science

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.    

Illustration of a futuristic space station with large solar panels, orbiting in deep space, emitting a blue glow from its propulsion system.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.    

Download unit guide

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.
Force and Motion Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents. 

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.    

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.    

Download unit guide

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.
Phase Change

Domain: Physical Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.    

Download unit guide

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.
Phase Change Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.    

Obra de arte digital abstracta que presenta numerosos círculos rojos y grises superpuestos sobre un fondo dividido de azul y violeta claro, creando una composición dinámica y enérgica.
Chemical Reactions

Domain: Physical Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.    

Download unit guide

An illustration from the Light Waves unit
Light Waves

Domain: Physical Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.    

Download unit guide

Resources

Pilot support brochure for 6–8 (Domain)

See how we customized our instructional sequence to fully support the Utah SEEd…

Unit phenomena for 6–8(Domain)

Take a closer look at the unit phenomena featured in each grade level.

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Un maestro se encuentra al frente de un salón de clases, explicando una lección que se muestra en una pantalla. Los estudiantes se sientan en sus escritorios y algunos levantan la mano.

Planning Guide for grades 6–8 (Domain)

Check out these tips for planning to teach.

Active reading in 6–8

Learn how we support students in learning how to interact with scientific texts….

Investigations for 6–8(Domain)

Explore the types of investigations that take place in middle school classrooms….

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Sims for 4–8

Take a closer look at the digital simulations included at each grade level.

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

Amplify literacy curriculum sample boxes

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Overview Videos

Amplify CKLA and Caminos for K–2

After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.

Amplify CKLA and Caminos for 3–5

After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.

What it is

Amplify CKLA is a core ELA program for grades K–5 that delivers:

  • A unique research-based approach truly built on the Science of Reading.
  • A combination of explicit foundational skills with meaningful knowledge building.
  • Embedded support and differentiation that gets all students reading grade-level texts together.
  • Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
  • Equitable and authentic Spanish language arts instruction with Amplify Caminos.

 

Three children's book covers displayed: "The Green Fern Zoo" with illustrated animals, "The Job Hunt" featuring a woman and child, and "Fables" showing a fox reading to forest animals.

All-green on EdReports
Una chica con una camisa azul se sienta en una mesa con un libro abierto. Las características del fondo incluyen un oso, una pagoda, plantas, gemas y un pájaro, todo en un estilo ilustrado.

Program effectiveness
Circular badge with "READ THE REPORT" at the top, "REVIEW YEAR 2021" at the bottom, and the EdReports logo in the center.

Also all-green: CKLA Skills

How it works

Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.

  • In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
  • In grades 3–5, student complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
How it works
Illustration of ancient civilizations featuring pyramids, a Sphinx statue, a step pyramid, farmers with oxen, and people in traditional clothing.

CKLA Program Guide
Illustration featuring diverse characters and elements such as frida kahlo with flowers, children on planets, maya pyramid, a bee, and a cricket on nature-themed background.

Caminos Program Guide
Una ilustración que representa a un gran lobo con sombrero de copa liderando un desfile de animales y personas con instrumentos musicales a través de un paisaje montañoso.

Grade K Teacher Planner
Illustration of a space scene with an astronaut in the foreground, a rocket launching, people with a telescope, and a distant planet with rings.

Grade 1 Teacher Planner
Ilustración que muestra la antigua Grecia con un anfiteatro, estatuas, soldados con armadura, un barco y un templo en una colina rodeada de vegetación.

Grade 2 Teacher Planner
An illustration from Amplify CKLA's The Viking Age (with Core Quest)

Grade 3 Teacher Planner
Un pequeño bote de remos con tres personas navega por mares agitados mientras dos grandes barcos luchan al fondo, con humo y fuego visibles.

Grade 4 Teacher Planner
Dos jinetes medievales a caballo, uno de ellos con la espada en alto, avanzan por un terreno rocoso. El fondo presenta un paisaje brumoso bajo un tono violeta.

Grade 5 Teacher Planner

What students explore

Amplify CKLA builds knowledge coherently across subjects and grades.

Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.

Download the at-a-glance resources below to learn more.

What students explore
Illustrative circles depicting educational stages from prek to grade 5, each showing children engaged in age-appropriate activities or learning themes.

Units by grade
Ilustración de una galleta con leche, un primer plano de la boca de una persona, un texto que dice "¡Digámoslo juntos!" en un bocadillo y dos círculos azules uno al lado del otro sobre un fondo verde.

Skills by grade

What students read

Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.

More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:

  • Authentic books.
  • Authentic text passages.
  • Student Readers.
  • Novel Guides (grades 3–5).

Download the lists below to explore specific grade-level texts.

What students read
A boy sits at a table drawing while smiling at a large blue elephant floating outside the window in a bright, colorful room.

Grade K Text List
A boy sits on brownstone steps as a pink ice cream truck labeled "Yummy" emits colorful, wavy streams on a residential street with three row houses.

Grade 1 Text List
A rocket launches from a pad, releasing smoke, while a peregrine falcon perches on a branch in the foreground, watching the scene.

Grade 2 Text List
Three people are at a playground, with two children singing while sitting and standing on playground equipment, and an adult directing or encouraging them. Musical notes are illustrated around them.

Grade 3 Text List
Cartoon people of varied ages and backgrounds enjoy a city park; some play music, others relax or interact, with buildings and trees in the background.

Grade 4 Text List
A girl writes at her desk, imagining herself graduating in cap and gown, with a thought bubble showing her smiling and holding a diploma.

Grade 5 Text List

Access and equity

We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.

We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.

Explore how we make learning equitable for all learners with the resources below.

Un grupo de jóvenes estudiantes se sientan muy juntos y miran atentamente hacia arriba. Algunos de los niños visten atuendos coloridos, incluida una niña con un hijab azul. Parecen estar en un salón de clases.

The four pillars of equity

Two boys sit at desks with open books, talking to each other. A paper cutout of a lightbulb stands upright between them.

Equity and diversity overview
Una mujer adulta está ayudando a un niño con sus tareas escolares en un escritorio en un salón de clases.

Grades K–2: Supporting all learners
Four students work together at a desk in a classroom, with one writing in a notebook. A projector screen and whiteboards with notes are visible in the background.

Grades 3–5: Supporting all learners

Built on the Science of Reading

Watching students learn to read: magic. Knowing how they get there: science.

As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.

Download the resources below to dive deeper into the Science of Reading.

Built on the Science of Reading
Cover image of the book Science of Reading: A Primer, Part One by Amplify, showing a person flying a kite with multicolored ribbons in a green landscape with trees and clouds.

Science of Reading Primer: Part 1
Cover of Science of Reading: The Primer Part Two by Amplify, featuring an illustration of a person standing atop a large stair pyramid holding a staff with a glowing symbol, with trees and clouds in the background.

Science of Reading Primer: Part 2
Three children read books together on the floor with a small table and a stack of books in the background.

Science of Reading: Look Fors
Orange outline of headphones with a sound wave symbol in the center, set against a black background.

Science of Reading podcast

Gain insights from researchers and practitioners in early reading.

Supports Orton-Gillingham and LETRS

Amplify CKLA aligns with the instructional principles recommended by Orton-Gillingham and LETRS.

  • Structured–Concepts are taught through consistent routines
  • Sequential–Concepts are taught in a logical, well-planned sequence
  • Systematic–Phonemes are taught from simplest to most complex
  • Explicit–Decoding and encoding concepts are taught directly and explicitly
  • Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
  • Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement
Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for K–2
Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for 3–5

A comprehensive and cohesive solution

A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.

Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.

 

CKLA_Caminos

CKLA and Caminos

Amplify Caminos delivers equitable ELA instruction in Spanish.
male student smiling with books at desk

CKLA and Caminos Lectoescritura

Amplify Caminos authentically builds foundational skills for Spanish-speakers.
A diverse group of young students and a teacher laughing together around a laptop in a colorful classroom, engaged with an online language arts curriculum.

CKLA and Language Studio

CKLA aligns with Language Studio–our ELD companion program for grades K–2.
Un niño con la cabeza rapada está sentado en un escritorio, escribiendo en un cuaderno con un bolígrafo blanco.

CKLA and Writing Studio

CKLA aligns with Writing Studio–our writing companion program for grades K–5.
Un adulto y un niño se sientan en una mesa y usan juntos una tableta. El adulto viste un top floral amarillo y el niño, vestido con un traje azul marino y blanco, señala la pantalla.

CKLA and mCLASS

CKLA connects to our comprehensive diagnostic universal screener called mCLASS.
Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.

CKLA and Amplify Reading

CKLA connects to our adaptive reading practice program called Amplify Reading.

Access demo

Ready to explore on your own? Follow the instructions below to access your demo account.

Explore the CKLA Teacher Resource Site

First, watch the quick navigation video to the right. Then, click the “Access CKLA Teacher Resource Site” button to log in.

  • Click the CKLA Teacher Resource Site button
  • Select Log in with Amplify.
  • Enter this username to explore as a teacher: t1.kentcaminos2021@demo.tryamplify.net
  • Enter this username to explore as a student: s1.kentcaminos2021@demo.tryamplify.net
  • Enter this password: Amplify1-kentcaminos2021
  • Select the desired grade level
Access CKLA Teacher Resource Site

Contact us

Have questions? Your dedicated Account Executive, Patrick Momsen, is standing by and ready to help.

Patrick Momsen Senior

Account Executive

Districts over 4,500 students

(541) 207-2148

pmomsen@amplify.com

Welcome, K-5 LAUSD principals and teachers!

What’s new?

View the LAUSD CKLA Teacher Hub

Scroll down to learn how CKLA is uniquely designed to help all students make learning leaps in literacy.

Looking for LAUSD G6 ELA information and resources? Visit the LAUSD G6 ELA site.

A boy in glasses reading a book, surrounded by illustrations of a telescope, grasshopper, and carrot, with a logo saying "bringing the science of reading to lausd!.

Our promise

Developed in partnership with the Core Knowledge Foundation, Amplify CKLA promises:

  • A unique research-based approach based on the Science of Reading.
  • A combination of explicit foundational skills instruction with meaningful content knowledge.
  • An instructional design that levels the playing field for every child.
  • Superior results.

Before you explore the program on your own, watch this program walkthrough.

Illustration of ancient civilizations featuring pyramids, a Sphinx statue, a step pyramid, farmers with oxen, and people in traditional clothing.

CKLA Program Guide

Learn more about key program features and how CKLA works.

Illustration showing a person painting by a window, bees and a grasshopper among sunflowers, a pyramid, and two children floating on a globe with books and planets.

Caminos Program Guide

Learn more about key program features and how Caminos works.

A young girl with a braid smiles while leaning on a desk, with whimsical illustrations of a bear, buildings, and plants in the background.

Program effectiveness

Learn about the impact and effectiveness of Amplify CKLA.

Illustration of a space scene with an astronaut in the foreground, a rocket launching, people with a telescope, and a distant planet with rings.

Program structure and components

Explore how the program is structure and dive into its key components.

Built on the Science of Reading

Watching students learn to read: magic. Knowing how they get there: science.

What does the Science of Reading really mean? What does it tell us about how to teach? How can we bring those insights and practices into our classrooms (remote or otherwise)? We believe CKLA has the answers.

A girl runs outdoors holding a kite with colorful ribbons labeled knowledge, vocabulary, sentences, connections, gist, sounds, letters, and words.
Illustration of a girl holding a kite with colorful tails labeled with reading skills. Text: "Toolkit: Science of reading. Five insights you can start using today." Amplify logo in top left.

Science of Reading toolkit

Explore the latest research in the Science of Reading.

Promotional graphic for "science of reading: the podcast" featuring text alongside colorful, diagonal lines with education-related words.

Science of Reading podcast

Gain insights from researchers and practitioners in early reading.

A woman with short curly hair in a white shirt is shown next to two book covers: "The Writing Revolution" and "The Knowledge Gap." Colorful stripes are in the background.

Expert Natalie Wexler

Hear from expert and author Natalie Wexler on the power of Amplify CKLA.

Supports Orton-Gillingham and LETRS

CKLA brings the instructional principles recommended by Orton-Gillingham and LETRS to life in the classroom.

  • Structured–Concepts are taught through consistent routines
  • Sequential–Concepts are taught in a logical, well-planned sequence
  • Systematic–Phonemes are taught from simplest to most complex
  • Explicit–Decoding and encoding concepts are taught directly and explicitly
  • Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
  • Cumulative–Concepts are applied in decodable, connected text with constant review and reinforcement

Watch a CKLA grade 1 Skills Lesson in action by clicking the video.

Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for K–2

Take a closer look at the instructional sequence of the CKLA Skills strand.

Diagram showing parallel strands labeled with reading skills and knowledge merging together into a single twisted line labeled "Integration.

CKLA Skills sequence for 3–5

Take a closer look at the instructional sequence of integrated reading skills wi…

What students read

Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.

Reading and comprehension activities utilize:

  • Authentic books.
  • Authentic text passages.
  • Student Readers.
  • Novel Guides (grades 3–5).
Six children's book covers arranged in two rows, featuring colorful illustrations of animals, people, and nature. Titles include "Rain Player," "A More Perfect Union," and "The Busy Body Book.
A boy sits at a table drawing while smiling at a large blue elephant floating outside the window in a bright, colorful room.

Grade K Text List

Take a closer look at what students read in Grade K.

A boy sits on brownstone steps as a pink ice cream truck labeled "Yummy" emits colorful, wavy streams on a residential street with three row houses.

Grade 1 Text List

Take a closer look at what students read in Grade 1.

A rocket launches from a pad, releasing smoke, while a peregrine falcon perches on a branch in the foreground, watching the scene.

Grade 2 Text List

Take a closer look at what students read in Grade 2.

Three people are at a playground, with two children singing while sitting and standing on playground equipment, and an adult directing or encouraging them. Musical notes are illustrated around them.

Grade 3 Text List

Take a closer look at what students read in Grade 3.

Cartoon people of varied ages and backgrounds enjoy a city park; some play music, others relax or interact, with buildings and trees in the background.

Grade 4 Text List

Take a closer look at what students read in Grade 4.

A girl writes at her desk, imagining herself graduating in cap and gown, with a thought bubble showing her smiling and holding a diploma.

Grade 5 Text List

Take a closer look at what students read in Grade 5.

CKLA DEI and Social Justice Guides

The following guide offers an overview of the many ways that the Amplify CKLA program supports students’ understanding of issues related to diversity, equity, inclusion, and social justice.

A vibrant illustration depicting diverse children and animals engaged in various activities in nature and by a pond.

The missing piece

CKLA is aligned with programs you already know and use—mCLASSⓇ and Boost Reading—making the integration between systems, your implementation, and ongoing instructional planning more efficient, effective, and easy for your teachers.

A teacher using a tablet alongside a student

mCLASS and CKLA

Learn how mCLASS and CKLA work together to help teachers make immediate and info…

Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.

Boost Reading and CKLA

Learn how Boost Reading supports the instructional approach in CKLA further stre…

Standards alignment and unit summaries

A teacher and a young student focus on a book during a classroom lesson, with educational posters visible in the background.

CA CCSS Unit-Level Standard Alignment

Explore how Amplify CKLA fully supports CA standards.

Illustration of a red flower plant with green leaves under a bright sun, set against a soft pink landscape with white clouds.

Kindergarten unit summary

Illustration of a simple, stylized sandcastle with a central tower and two smaller side towers, set against a teal background with small white stars.

Grade 1 unit summary

Illustration of several saguaro cacti of different sizes on a flat landscape with a soft orange background and small white clouds.

Grade 2 unit summary

Three indigenous people, two in traditional attire and one in colonial clothes, stand by a river with a boat and trees in the background.

Grade 3 unit summary

Tres personajes animados están sentados en una mesa: un hombre con bigote, una persona en traje de buceo con gafas y una mujer de cabello negro y un pañuelo rojo.

Grade 4 unit summary

An illustration of don quixote riding his horse with a spear in hand and sancho panza on a donkey, set against a moonlit, hilly background.

Grade 5 unit summary

Caminos Curriculum maps

Grades K-2

GK Caminos Conocimiento Curriculum Maps

GK Caminos Lectoescritura Curriculum Maps

G1 Caminos Conocimiento Curriculum Maps

G1 Caminos Lectoescritura Curriculum Maps

G2 Caminos Conocimiento Curriculum Maps

G2 Caminos Lectoescritura Curriculum Maps

Grades 3-5

G3 Caminos Curriculum Maps

G4 Caminos Curriculum Maps

G5 Caminos Curriculum Maps

Language Studio Curriculum Maps

Grade K Language Studio Curriculum Map

Grade 1 Language Studio Curriculum Map

Grade 2 Language Studio Curriculum Map

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S3-03: Instructional strategies for integrating science and literacy

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We’re continuing our investigations around science and literacy with Doug Fisher, Ph.D., professor and chair of educational leadership at San Diego State University. We talk about the importance of integrating science and literacy, as well as practical guidance for teachers who want to unite the two disciplines in their own classrooms.

Listen as we discuss how science and literacy can be powerful allies and specific strategy areas to focus on when integrating the two disciplines. And don’t forget to grab your Science Connections study guide to track your learning and find additional resources!

We hope you enjoy this episode and explore more from Science Connections by visiting our main page!

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Douglas Fisher (00:00):

It’s not that you have to become a reading specialist to integrate literacy into science. It’s how our brains work.

Eric Cross (00:10):

Welcome to Science Connections. I’m your host, Eric Cross. This season, we’re making the case for our favorite underdog, which of course is science. Each episode we’re showing how science can be better utilized in the classroom, and making the case for why it’s so important to do so. In our last episode, we examined the evidence showing that science and English instruction can support each other. And now on this episode, we want to give you some more strategies for really making that a reality in your own home or classroom or community. So to help me, I’m joined on this episode by Dr. Douglas Fisher, Professor and Chair of Educational Leadership at San Diego State University. Dr. Fisher is actually someone who has conducted literacy training at my own school, so I’m excited to be able to share some of his wisdom with all of you. Oh, and just a heads up, Dr. Fisher dropped some gems about the ways teachers can integrate literacy and science in their classrooms. So you may want to have a notepad. Ready. And now here’s my conversation with Dr. Douglas Fisher.

Eric Cross (01:12):

Well, Doug, thank you for your time and for being willing to come and talk about literacy and science. I know you’re busy, all over the place, and so I was super-excited that we were able to lock you in and talk about this. And, on this episode, we’re gonna talk about the ways that science and literacy can support each other. And one of the reasons why I’m really excited for you is because you said some really key things for me as a science teacher, when you talked about literacy and supporting students. That just resonated so deeply in me. And I was like, “I need more Doug!” Because we’re on that same frequency. And I know it’s a subject that you’ve spent a lot of time writing about. So can you tell us a little bit about how this became an area of interest or a passion for you? Just literacy, and all of the work that you’ve put into it?

Douglas Fisher (01:54):

Yeah. So I’ve wanted to be a teacher for a really long time. And I went to San Diego State as an undergraduate, and I was taking English class and we were assigned topics. You know, like, you’ll do an assignment, you’ll write a paper for this English class. And I got the topic “illiteracy,” and I was a freshman at San Diego State reading all of these things about adults who don’t read very well or not at all. And I ended up writing my very first college essay on illiteracy — at the time, you know, called illiteracy, at the time. And so I got super interested in this. And so as I moved through college and into my teaching career, literacy became a really important thing for me to think about, because it’s the gatekeeper. You know, you can be taken advantage of, if you’re not very literate. People can use vocabulary against you, if you’re not very literate. We know that people who have higher levels of literacy have better health outcomes. They have better lifespans, longer lifespans. I mean, there’s just — literacy impacts so much more than “Are you reading your fourth-grade textbook?” It really has lifelong implications.

Eric Cross (03:01):

That part that you said about being taken advantage of … I just got a flyer in the mail yesterday. It was one of these mailers that looked like it was an authentic debt-reduction type of thing, but it was really just like a marketing email. If you read the fine print at the very bottom, it had all of this jargon about “This is a paid, you know, for-profit company.” But when you look at it, it had official stamps all over it. And I could imagine if someone’s receiving that, that probably fools a lot of people. Is that kinda like what you’re talking about, like being taken advantage of?

Douglas Fisher (03:28):

Yes. I had a student turn 18, got a letter from a “credit card company” that was offering her daily compounding interest. And if you don’t know what that means — at 23 percent! — if you dunno what that means, you are gonna be a victim. Literacy really influences a lot of our life. It’s also how our brain works. We have a language-based system in our brain. We read, write, speak, listen, and view. And the things we learn, we learn through speaking, reading, writing, listening, and viewing. From what we know, we are the only species that has an external storage mechanism. Like, we have the ability to store complex information outside of our body, in the form of notes. We can type them. We can write them. And we can then go back and retrieve that information, that complex orthographic information later. And it means the same thing. We can say we have a storage system and we’ve been doing this for a really long time. Way back to, you know, hieroglyphics and messages on cave walls. And throughout the ages of humans learning, how to store information that they can re-access again later. That’s become a super-complicated system. It’s how computers operate. And we send messages to each other and we text each other and we write things down, and we’re really good at putting ideas, information out there. Now, if it’s just speaking and listening, then we can forget it. We can say, “No, you said this,” or “I said that.” But when it’s written, and it’s print literacy, you know, it’s the orthographics there, you can go back to the same message and over and over again. Now, you might change the interpretation of it, but the message is still there.

Eric Cross (05:16):

Right. And that is such a key element, at least of modern education, is this written element of it. It’s what many schools live and die by. They’re quantitatively and qualitatively analyzed by it. It’s public. They can see it. And so there’s this heavy emphasis. And why do you think science and literacy can be powerful allies together?

Douglas Fisher (05:38):

Awesome. Well, it’s hard to learn science if you’re not literate.

Eric Cross (05:42):

This is true.

Douglas Fisher (05:42):

But that’s a one-way direction. And yes, science teachers and scientists do a lot of reading, writing, speaking, and listening and viewing. They use the five literacy processes all the time. When we interview scientists, they spend a lot of their time reading the work of other scientists and writing their findings, writing grant proposals, presenting at conferences, you know. So a huge part of the work of a scientist is not just at a bench conducting experiments. But even if you’re conducting experiments, you’re using your literacy processes to think about what you’re seeing in your experiment. So that’s a one-way direction. And I do think literacy has an influence on science. But since science goes the other way, it influences literacy. As you learn more and you understand more about the world, your background knowledge grows, your vocabulary grows, you become more literate in those different areas. And how you think. So if I’m learning about life science; I’m learning how the world works in a more, biologic physical world. And that knowledge helps me think about when I’m reading a novel, and there’s an appeal to some science knowledge or a concept that gets played with, you know, perhaps time-space continuums … well, if I don’t have the science knowledge of how I think the world works, it’s hard for me to understand what this author is doing. So it does go both ways. They feed each other. And the more literate we become, the more complex science information we can understand. ‘Cause our background knowledge and our vocabulary influence how much we understand about what we read. And as we access more complex science information, it starts to change the way we think about other things in our world.

Eric Cross (07:23):

There was a couple of things that you said in that, but one of the first things that kind of perked my ears is when you said grant proposals. Because I have friends that are scientists — and this is one of the things that when I was in school, they don’t talk about — but how much of their research is reliant upon getting funding —

Douglas Fisher (07:37):

Mm-hmm. <affirmative>,

Eric Cross (07:38):

— which you don’t think about if you’re becoming a chemist or a physicist or a biologist or working in the field, is that that funding, coming from the NSF or anywhere else. And sometimes students ask in class like, “Why am I writing so much? Like, I want to go into science!” Or “I wanna do this!” And this is a real-life example of how the writing could actually apply, in addition to all of the things of collecting data and conclusions and results. But that grant proposal thing just really perked my ears, yeah.

Douglas Fisher (08:01):

And if you can’t write a grant proposal, your ideas and experiments are not gonna get funded. And if you can’t write a strong proposal, that compellingly convinces your readers to fund you, you’re not gonna get funded. But then once you get the grant, you have to write publications. You have to share your work with other people. Make PowerPoint presentations and write journal articles or books or whatever. So it’s a cycle that literacy influences the things we do, including the things we do in science.

Eric Cross (08:31):

Now to get in maybe some data, if you were trying to convince someone that like this happy marriage can exist, what would be like your number one piece of evidence to support this, this back and forth of supporting each other?

Douglas Fisher (08:44):

Awesome. So the quote I’ll often say — and this is from studies from more than two decades ago now — but in general, in high school science, students are introduced to 3000 unfamiliar words, 3000. Each year! Because there are words that are used in a scientific way that are used commonly in other places. And there are discipline-specific words. So 3000 words a year in high school science. The Spanish 1 textbook only has 1500 words in it. So science teachers have double the academic-language vocabulary demand that a typical introductory world-language class has. So just the vocabulary alone should say to us, literacy is gonna be important if you’re gonna learn science. And if you don’t understand these technical words, and you don’t understand the way science uses this particular word in this particular way… . When you say the word “process,” it means something very specific In science. “Division” — cellular division is not the way we think about it in mathematics; there’s a similar concept, but cellular division is different than dividing numbers. And those are words that get used in multiple areas. Then you have all these technical terms that you have to be able to use, to understand the concepts. To share the concepts. To talk to other people. Whether you’re in, you know, fifth grade and talking science, or you’re a university professor, there’s a shared language, appropriate for our grade level, that we have shared meanings of.

Eric Cross (10:22):

And we’re essentially … what I’m hearing you say is … most of the people that are listening to this are science teachers. We’re we’re also language teachers. In a sense.

Douglas Fisher (10:29):

So my frustration is when people say, “Every teacher’s a teacher of reading.” And I don’t like that. I’ve written against that phrase. I don’t think all teachers are teachers of reading, any more than all teachers are teachers of chemistry. Or all teachers are teachers of algebra. But what I will say is the human brain learns through language. And all of us — every teacher that I’ve ever met understands that language is important in my class. If my students don’t have strong listening skills and speaking skills; reading, writing, and viewing skills; I’m gonna have a hard time getting them to learn things. If I can help them grow their speaking, listening, reading, writing, and viewing in my content area, I’m gonna do a service for my learning of my subject and also their more broad literacy development.

Eric Cross (11:16):

  1. So, at a high level, what does it look like to integrate science and literacy? We’ve done education for the last, what, hundred years?

Douglas Fisher (11:24):

Mm-hmm. <affirmative>

Eric Cross (11:25):

—kind of pretty similarly, right? Kind of siloed way. What does this look like at the 30,000-foot level? You’re a professor, department chair. Run schools. Speak everywhere. Like, when you think about this from that high level, what does it look like?

Douglas Fisher (11:39):

A high level? Every time I meet with students in a science class, you know, biology or fifth grade or whatever? They should be reading, they should be writing, they should be speaking and listening. Every class. So what print do you want them to access? And it can be a primary source document, it can be an article, it can be from a textbook. Are they reading something? Are they writing to you? Because writing is thinking. If they are writing, they are thinking. As soon as their brain goes somewhere else, they stop writing. The pen won’t move or the fingers don’t type. And then speaking and listening, of course, is the dynamic of our classes. So every day we should see some amount of reading, writing, speaking, and listening, viewing in our classes. That’s at a high level. There are some generic things that seem to work across the literacy. So, learning how to take notes. Focusing on vocabulary. Using graphic organizers. These are generic things that as educators we can use in our classes. Then there’s more specialized things. So, scientists and science teachers think differently than historians and literary critics and art critics. So scientists, if you look at the disciplinary literacy work, there’s a whole body of research where they interview and study high-end experts in their field: chemistry, physics, biology, et cetera. And there are some characteristics that were more disciplined, specific. Scientists like cause and effect relationships. They look for them when they’re reading. They like sourcing information. “Where this come from?” “What’s the history of this idea?” Scientists have a long view in terms of time. Historians have a shorter view of time. English teachers have even shorter view of time. Scientists tend to think in long periods of time. And so all of that influences how a scientist reads and how we should apprentice young people after they get past the generic “I know how to take notes. I know how to study my vocabulary. I know how to do summary writing for my teacher in my notebooks and things,” there’s some generic tools. Once we get past those, we need to be looking at specifically how do people in science use literacy.

Eric Cross (13:52):

I’ve never had my thought process of reading deconstructed just now, but we just described how scientists read. I was like, “Yeah, that’s pretty much how I read, right there.” I also like how you said how we should apprentice young people. And I feel like you as the literacy guy, you chose that word very specifically, as far as apprenticing young people. That is a view, I think, that’s really important to hold. ‘Cause that’s what we’re doing essentially … is, if we’re doing what we should be doing, we are apprenticing these young people.

Douglas Fisher (14:18):

Yes.

Eric Cross (14:18):

And helping them develop. Now, let’s imagine there’s a listener out there and they’re interested in getting better at integrating science and literacy instruction. They want to start somewhere. Before we dive in, do you have any initial words of encouragement for the person who’s like, “Everything is like a priority right now,” in their classroom or in their world?

Douglas Fisher (14:37):

Yeah. So I’ll talk about elementary for just a moment. When we’re reading informational texts in our literacy block, we should be reading information that is aligned to what kids need to learn in science and history in, in that grade level. Why are we reading things that are gonna be in conflict with what they’re gonna learn in science later that day in fourth grade, for example? So when we look at our standards, our expectations, what is it that third graders need to know in history, science, mathematics, language arts? And when we’re reading text and we’re learning to apply our reading strategies during our literacy block, why aren’t we reading topics that build our background knowledge for our science time? So we’re seeing some synergy there. We should be looking at life cycles in grades that are appropriate for life cycles and knowing there’s more to life cycles than the frog and the plant or the seed. There are all kinds of life cycles. And we call ’em life cycles for a reason. That’s a general concept. Now in science, we’re looking at this particular lifecycle right now. And so that’s a high level. If we could get more connection to the content standards during our literacy blocks, it would be very good. When we talk about the time at which we call “science” in the day, in more of the K–8 continuum, the science needs to include some primary source documents. Some real things that students are reading. Read about a scientist; read about a scientist’s discovery; read about what they discovered. So that we’re building our background knowledge. So when we go to do things, activities, labs, simulations, we have background knowledge and we understand what we’re experiencing. It can’t be like—I watched this awesome lesson on lenses and the teacher had all these different lenses in the room and the students came in and they were brand new. They don’t know anything. They were picking ’em up. They’re exploring them. They’re trying to figure out, and they’re trying to come up with theories about what this is and how it works. And then the teacher gave them a reading, a short reading, on refraction of light. And they read this thing. And the clarity that they had about what these lenses must do, well! All of a sudden they’re putting them up to the lights! They’re asking if they can go get the lights out of the storage unit! ‘Cause there’s — and they’re shining different lights through the lenses to see what happens to the light. Because that little bit of reading turned some focus on for the students. And it allowed them to take what I’m thinking about, what I’m trying to figure out, how this thing works in another direction. That’s the power of using literacy in our classes.

Eric Cross (17:20):

And what I’m hearing essentially is transfer across disciplines, across content areas, ultimately. And in an elementary school classroom, would it be fair to say, probably the teacher has more autonomy to be able to do that, since they’re teaching all the subjects? But secondary, logistically, planning and those types of things … from what you’ve seen, is it fair to say this kind of needs to be like a top-down, full vertical alignment, to teach like this?

Douglas Fisher (17:45):

I think that would be awesome to do that. But if I’m a sixth grade English Language Arts teacher and I’m working with my sixth grade science teacher, the conversation should be, “What units are you teaching?” Because I’m choosing informational text. My job is to teach them how to find central ideas. My job is to teach them how to find the details in the text. My job is to have them make a claim and support that claim with evidence. The stuff I use is generic. Yes, we do read some literature and some narratives, but we also read about 50% of the text in English around informational text. So if I can help you and accomplish my standards as well, fantastic. So let’s have this conversation and say, “Oh, this is what you’re teaching in science in the next three weeks? I’m gonna choose some texts and we’re gonna analyze ’em for central idea. We’re gonna analyze ’em for details. We’re gonna, for mood or tone or whatever that we’re teaching. And by the way, I’m building background knowledge. So when they come to you, they know some stuff about what you’re going to be teaching next.” So I don’t think it’s impossible to say teams of teachers could come together and say, “What do we believe that our students need to know and learn and be able to do? And then how do we choose things that are gonna help them accomplish exactly that?”

Eric Cross (19:01):

And that’s empowering. Because that’s one thing that we can control maybe is this East-West, peer-to-peer, different content areas. A system may not be able to change as quickly, but I can definitely go talk to my English team or math team and check in and kind of see, “Hey, where do we have overlap in that?” And I know the times that I’ve accidentally had overlap with the teams, it’s super-exciting. And the students have been more bought in! Because it’s like, we’ve done something on the human microbiome and we’ve talked about genetics and all these different things, and then when they read The Giver, or they read some book about genetics, they have all this knowledge. And they’re excited. And they talk about colorblindness or they come to my class and they’re like, “Hey, we read about this!” It’s almost like they saw a magic trick, the fact that these things linked up. And the engagement has been so much higher when it’s the same content in different classes, but through different lenses. At least, that’s what I’ve seen in my years of teaching.

Douglas Fisher (19:54):

I saw a lesson on space junk that was so cool. Middle-school students learning space junk. And the history teacher had a part of it, science teacher had a part of it, English Language Arts teacher had a part of it. And these students, I mean, you watch them look up all the time, ’cause there’s space junk up there. Where’d it come from? Why is it there? What are the politics of this? How do we clean it up? I mean, it was just so interesting to watch them when the teachers came together. And the teachers met their standards in this couple-week-long space-junk exploration. Investigation was met. Politics was met. All these different things. Economy. You know, how much does it cost to clean up this problem? So there’s really cool opportunities when teachers come together and realize we can work together and improve the literacy and learning of our students.

Eric Cross (20:50):

Absolutely. So before this recording, we picked your brain a bit. And I know that there were three specific strategy areas that you wanted to touch on. And one of those — which is kind of coming back to the 3000-words language teachers — was vocabulary. So what are the opportunities that you see, as far as the way of educators to approach vocabulary? Because, you know, there’s a lot. We got a lot of it. The 3000 words.

Douglas Fisher (21:14):

Yeah. There’s a lot of it. So the worry is, we make a vocabulary list and have students look up the words in definitional kinds of things. That’s not really gonna help. Students need to be using the words. They need to be using the words in their conversations, in their writing, in how they think about your content in science. So vocabulary is a huge predictor of whether or not you understand things. Vocabulary is also a pretty good predictor if you can read on grade level. So when we think about vocabulary, there’s something called word solving. You show students a piece of text and you’re reading it, you’re sharing your thinking, and you say, “Oh, here’s a context clue!” Or “I know this prefix or suffix or root!” And in science, a lot of the words are prefixed, suffixed, or root words. We tend to add things together with a lot of prefixes and suffixes and have roots and bases in science. So we can help students think about, “Oh, what does geo- mean? We already know what geo- means here. It means the same thing in this word. Let’s apply that knowledge.” So word solving is part of it, showing students how we think about words that we might not know. The second is more direct instruction of vocabulary. As students encounter the words, we work on what it means, how we say it. We practice it a few times. The process is called orthographic mapping. It’s kind of a scientific idea here. But you have the sound and the recognition of by-the-word, by sight, and what it means. And your brain starts to automatically recognize that word in the future. So I don’t have to slow down, disrupt my fluency, and try to figure out what the word is saying. ‘Cause I’ve seen it enough. I’ve heard it pronounced enough, I’ve pronounced it enough, and I know what it means. So teachers should be saying, “What words in sixth grade science, what words in third grade science, do my students really need to know?” And I’m gonna have them encounter those words over and over. I’m gonna have them use the words. I’m gonna have them see the words. I’m gonna have them say the words. I’m gonna say the word and we’re gonna be over and over with these terms, so that students incorporate them into their normal view of, “These are the things I know about the world.” By the way, when they go to read that next thing, and they understand “geology,” you know, for sixth graders, for example, they know how to say it. They don’t stumble on it. And it activates a whole bunch of memories in their brains. “This is what geology is.” There are branches of geology, there’s physical geology, there’s all this thinking that activates as they read.

Eric Cross (23:35):

There was a practice that I participated in and am trying to incorporate — I don’t know what the name of it is. But essentially what happened was we were dissecting a flower. And the instructor had us name parts of the flower. But we got to come up with our own names for it.

Douglas Fisher (23:49):

Ah.

Eric Cross (23:50):

So, for instance, the stamen we call “the fuzzy Cheeto.” And we all used our own words and then everything was legitimized. And so we went through and learned the whole activity using our own vocab words. But then, in the end, after we presented and talked about it, then the words, the actual academic language was attached to our word. And we were able to say, “OK, the fuzzy Cheeto is the stamen,” and this, this, this, and this. But it was such an interesting practice, because it kind of legitimized all of our definitions. But we weren’t stumbling on these long Latin terms and things like that. Is there a name for that? Or. … ?

Douglas Fisher (24:29):

Yes. I don’t know the name for that. I think it’s really smart. So here’s what I would say about that, is: we don’t learn words, we learn concepts. Words are labels for our concepts. So what that teacher did for you was allow you to develop concept, a concept knowledge. “There’s a part of this plant, it goes like this, we’re gonna call it fuzzy Cheeto. Now I have this concept. And look, it occurred in all these plants. And those people called it that and that other group called it that. We called it a fuzzy Cheeto. Here’s the part of it.” And then the concept is in your brains. And the teacher said, “It’s really called stamen.” And it’s an instant transfer, because you already had the concept. What we often see is students are trying to learn a really hard academic word and the concept for the word at the same time. And so it slows down the whole process. And there’s higher levels of forgetting. Because human beings, we don’t learn words; we learn concepts. If you don’t have the concept, if I gave you a word out of the blue that you’ve never seen, never heard, and a week from now I asked you to remember it, you probably would not, because it didn’t register. It wasn’t part of your schema. You didn’t have a way to organize the information. You don’t have a concept. So that teacher? It’s a great idea. Got you to develop concept knowledge. And then said, “Here’s a real label for it: What some other people called it when they had the chance to come up with their own names.”

Eric Cross (25:50):

Shout out to my teacher, who was—

Douglas Fisher (25:51):

Right.

Eric Cross (25:52):

It was learned then. It was a great practice. And the fact that you’re right, like, I just mean from my own personal experience, I agree that learning concepts versus complicated words. And it’s interesting that you said higher levels of forgetfulness, you know. And you often hear that complaint about it: “Students forget! Students forget!” But this complex topic and this complex word that’s new to me, and I have to remember both of those things.

Douglas Fisher (26:12):

That’s right.

Eric Cross (26:13):

And the other neat thing that it did, is it actually honored the background and like the founts of knowledge of all the different groups in the classroom. You just said something about “this group called it this and this group called it this,” and so by letting different groups share all of those names, now we’re starting to build these kind of interesting connections. That’s at least what I remember experiencing. And so this, even this practice of this approach is very layered, beyond just kind of generating new knowledge of things. So I appreciate that aspect of it. Now another area that you mentioned was complex text.

Douglas Fisher (26:41):

Yeah.

Eric Cross (26:42):

And how we can get students into complex text. So what can we do there?

Douglas Fisher (26:46):

I think science is an ideal place to get students reading things that are hard for them. And I do believe that some parts of school should be a struggle. Not all day, every day. But there should be doses of struggle, which are good for our brains. And these complex pieces of texts that don’t give up their meanings easily allow students to go back and reread the text and maybe mark the text and talk to peers about the text and answer questions with their groups. And the whole point of complex text is to say, “We persevere through it. We may not understand it fully on our first read. But we go back and we might underline, we might highlight. We might write some margin notes. Our teacher might say, ‘What did this author mean here?’ And we go back and look at that part and we take it apart. What do we think about that? And we talk to each other. It’s showing that when we read things, we work to understand. We work through our thinking, often in the presence of other people. And our understanding grows as we go into the text over and over and over again.” So I said geology earlier. There’s about a two-page article on “what is geology” that sixth graders often read. And some kids find it super boring. It’s a once-read, “OK, geology, I don’t really understand it. There’s a bunch of words in here that I don’t understand.” But if you go back to it a few times and you start taking apart, “What are the branches of geology? Oh, I’m gonna go reread that.” How are these two branches related to each other?” “What are the subtypes of each branch of geology?” “How do geologists do their work?” You start asking questions where students are going back into the text. You spend a little bit of time. Now, the introduction to geology, the students know so much more. So whatever you do next— video experiments, whatever—they have a frame of reference, because of that deep, complex read. It’s probably better than simply telling them, “Here’s the information.”

Eric Cross (28:45):

Right. And I even feel like as an educator, when I reflect on my own learning in the classroom, and then looking at it through the perspective of an educator <laugh>, you find this difference between how you were taught and then what the data says good teaching is.

Douglas Fisher (28:59):

Mm-hmm. <affirmative> mm-hmm. <affirmative>.

Eric Cross (29:00):

It’s so easy to slide back into how you were taught!

Douglas Fisher (29:02):

Yeah.

Eric Cross (29:02):

Even though, you know, you mentally assent to, “This is the best way. This is the data shows.” And you find yourself kind of sliding back at times.

Douglas Fisher (29:10):

Yep. And there’s good evidence to support what you just said, that most people teach the way they experienced school. And it is very hard to change that. And people have studied this. And it’s very hard to change that. Because it worked for us. And we have an n of 1, and it worked for us. Now, remember, there were a whole bunch of other kids in the class that it may not have worked for. And we chose to be in school the rest of our lives, and some of your peers did not choose to be in school the rest of their lives. In fact, some of them hated school and found no redeeming qualities of their experience. So just because it worked for us in a case of one, n of 1, doesn’t mean it worked for all of the kids, or even the majority of them.

Eric Cross (29:57):

Very well said. It’s that, what is that, the survivor bias? Survivorship bias? Where you were the one that made it. But you don’t think about all the other folks. ‘Cause we’re thinking about ourselves.

Douglas Fisher (30:05):

That’s right.

Eric Cross (30:06):

Great case for empathy too, is thinking about the people left and right. Because my friends are like, “I hated science.” And I say, “Who hurt you? Like, what did they do? It’s so amazing, so much fun!”

Douglas Fisher (30:16):

“What happened to you? Science is the coolest. Right? It’s so amazing!”

Eric Cross (30:21):

But I also had a unique experience in seventh grade with my teacher who did some of these things, and made it accessible for so many of us, in opening opportunities that I wouldn’t have had otherwise. But you’re absolutely right. That was my story. That wasn’t the story of everybody that was around me. And I think that’s really important. Now, I know this is also a big one for you, but I wanna talk about writing. What are the opportunities that you see in terms of writing specifically?

Douglas Fisher (30:51):

So would love it if science teachers had short and longer writing tasks in the science time. Of course, you can integrate some of the science writing, the longer ones, in the English language arts time, especially if you’re the elementary teacher and you can have control of the whole day. But I said this earlier; I’ll say it again. Writing is thinking. While you are writing, there’s nothing else you can do but think about what you are writing. Your brain cannot do something else. So if a science teacher wants to know, do their students really understand the concepts? Have them write. Now some of the shorter ones, I like something called “given word” or “generative sentences”: “I’m gonna give you a word: CELL. C-e-l-l. We’re in science. I want you to write the word ‘cell,’ c-e-l-l, in the third position of a sentence. So it’s gonna go word, word, cell, and then more words.” You could also say, “I want the sentence longer than seven words,” or whatever. But the key is, I’m telling you where I want the word. You will know instantly if your students have a sense of what the word “cell” means in the context of science. If they write “my cell phone,” they don’t get it. If they write about spreadsheet cells or jail cells or whatever, they didn’t get it. But if they talk to you about plant cells and animal cells and the components of those cells, and then once they have that sentence down, you can say to them, “Now write three or four more sentences that connect to that sentence.” It’s super simple. So whatever concepts you’re teaching, put ’em in a specific position. Now you don’t have to only put it in the third position. You can say the first position, the fifth position, the fourth position. But it forces them to think about what they know about the word and then how to construct a sentence for you. That’s a very simple way to get some writing from your students that helps you think about what they understand. Other kinds of writing, you can have quick writes, you can have exit-slip writes. There’s something in the research space called the muddiest part, where halfway through the lesson you have them write so far what has been the least understood or the most confusing part of this lesson. And they do a quick write, right there, at the muddiest part. And as a teacher, you flip through these and you start to say, “Oh, these are the points that are confusing to my students.” So if 80% of them all have the same thing, I gotta reteach that. If these five got, “This is the muddiest part,” If these five thought, “This is the muddiest part,” these seven, “I thought this was the muddiest part,” what do I need to do? Because it’s gonna be hard to move forward if this is their area of confusion. There are also all kinds of writing prompts that have a little bit longer. My favorite one is RAFT. What’s your Role? Who’s your Audience? What’s the Format? And what’s the Topic we’re writing about? Super flexible writing prompt. When you teach something, we don’t want students to only think they write to their teacher. So your role is an atom. You are writing to the other atoms. What do you wanna write about? What’s the topic? What’s the format of it? Is it a love letter? Is it a text message? Is it … so we, we mix it up with students in saying, how do they show some knowledge through a prompt that we give them? And then of course, longer pieces as they get older. More opinion pieces through fifth grade. More claims and arguments starting in sixth grade. So that they’re starting to see, “I have to use the evidence from things I’ve learned, read, listened to, watched, and construct something: an opinion, an argument where I back it up with reasons or evidence.” And those longer pieces, you know, less frequently. The shorter pieces, pretty regularly. So the teacher sees the thinking of the students.

Eric Cross (34:29):

When you were speaking about these really creative writing prompts, there were specific students coming into mind, that were coming into mind … they’re, they’re great science students, but they also have this really strong artsy side drawing, creative writing, and things like that. And when you said something about atoms talking to each other, it elicited, in my brain, certain students that would really love this aspect of creativity in the sciences. And it’s not how we’re typically trained as science teachers, to kind of incorporate this, like you said. A book of props. But I’m imagining, like, as a science teacher, if I took this, this would be a great way to reach more students to be able to show what they know, in a way that might resonate with their own intrinsic “Oh, I get to write creatively!” So I was kind of writing furiously as you were sharing all that information there.

Douglas Fisher (35:12):

So here, I’ll give you another example for elementary people. Again, with RAFT. There’s a book called Water Dance. It’s a pretty popular book for elementary teachers. It’s really about the life cycle of water. For example, you are a single drop of water. You are writing to the land. The format is a letter. And you’re explaining your journey. Now, if they can do this, they’re essentially explaining to you the cycle of water. But you got it in a way that people are now, “Oh, I’m a drop of water. So it’s me. My perspective. Where do I go from? Where do I start?” Because you can start anywhere in the cycle, right? My drop could have started in the clouds. My drop could have started in the ground. My drop could have started in the lake. But it has to show you the journey. So there are many ways of showing you the right answers.

Eric Cross (36:02):

And that’s using the RAFT protocol.

Douglas Fisher (36:04):

That’s RAFT: Role, Audience, Format, Topic. It’s been around 20 or 30 years.

Eric Cross (36:09):

You just gave the name to something a teacher shared in our podcast community, Science Connections: The Community, on Facebook. Teacher shared a Google slide deck and on it were just three slides. And the role that the student had to have is they had to show, then tell, the story of a journey of a piece of salmon being eaten, a piece of starch from pasta being eaten, and then an air molecule in a child’s bedroom. And they had to give the path of travel and the experience from the mouth and then breaking down into protein and all those kinds of things. And this teacher shared it and I wish I knew the teacher’s name because I wanna give ’em credit, but they shared it. And so I used it with my students and then had ’em read aloud their stories and dramatize it. And they were so into it!

Douglas Fisher (36:49):

So cool.

Eric Cross (36:50):

But through it, I was able to see that they understood different parts of the body. They understood cell respiration. The whole thing. And it was fun! To watch them get so into this creative writing. And now I know the name of it. That’s been 30 years they were using RAFT. So you just talked a bit about complex texts and writing. And before we go, I wanted to circle back to something that you said, because I think it’s important, and if you could elaborate on it a little bit, about the value of struggle. Can you talk more about that?

Douglas Fisher (37:21):

Sure. I do believe in a lot of the U.S. we’re in an anti-struggle era of education. And it predates Covid. I think it made it worse during Covid. We front load too much. We pre-teach too much. We reduce struggle. We quote, “over-differentiate” for students. And there’s value in struggle. The phrase, “productive struggle” — if you haven’t heard it, Google productive struggle — it’s an interesting concept, that we actually learn more when we engage in this productive struggle. Now, productive struggle originally came from the math world, and it was this idea that it’s worth struggling through things to learn from it, that you’re likely to get it wrong, and then there was productive success. And there are times when we want students to experience success and we make sure we put things in place for productive success. But there are times where we want them to struggle through a concept. ‘Cause it feels pretty amazing when you get on the other side, when you know you struggled and you get to the other side. If you think about the things, listeners, think about the things in your life where you struggled through it and you are most proud of what you accomplished. I want students to have that. I don’t wanna eliminate scaffolding, eliminate differentiation. But I do want some regular doses of struggle. So if you look at the scaffolding, we have a couple choices. We have front-end scaffolds, distributed scaffolds, and back-end scaffolds. Right now we mostly use front-end scaffolds: We pre-teach, we tell students words in advance, that kind of stuff. But what if we refrained from only using front-end scaffolds, and we use more distributed scaffolds, when they encounter. So there’s a difference between “just in case” and “just in time” support for students. So we tend to plan on the “in advance, here are all the things we’re gonna do to remove the struggle before students encounter the struggle.” What if instead we said, “Let them encounter some struggle. Here’s the supports we’re gonna provide. We’re gonna watch; we’re gonna remove those scaffolds, and allow them to have an experience of success, where they realize, ‘I did it. I got it.’” Every science teacher I’ve ever worked with, when they do an experiment or a lab or simulation, they are looking for productive struggle. They don’t tell the answers in advance. They don’t tell if the answers are right. That’s your data. What does your data tell you? I mean, this is what you do. But then the other part of your day when you move into, like, reading, you don’t do that. You fall into the trap of removing struggle. And so allow them to grapple with ideas. Allow them to wonder what words mean. Allow them to say, “I’m not getting this, teacher! It’s really frustrating!” And you say, “Yeah, this is really hard. This is why we’re doing it at school. ‘Cause it’s really hard. If it was easy, I’d have you do it at home. But we’re doing it here, ’cause it’s really hard and it’s OK not to get it at first.” And create a place where errors are seen as opportunities to learn, and struggling through ideas and clarifying your own thinking and arguing with other people to reach an agreement or reach a place where we agree to disagree is part of the power of learning.

Eric Cross (40:38):

There’s a teacher, who I took this from. My master teacher when I was student teaching. And she said that there’s no such thing as failure in science, just data. And I took that same mantra. And I resonate with what you said about how science teachers, all of us, hold onto that productive struggle, because it’s part of being a scientist. It’s part of the experiments. That genuine “aha” moment. Or it didn’t work out? That’s great! That’s totally fine! Let’s write about it and let’s take photos and let’s publish it and let’s be scientists. That’s totally true. As we wrap up, Dr. Fisher, is there any final message that you have to listeners about bringing science and literacy together? I know you speak everywhere, but for everyone that’s listening, if you can put out your encouragement or message or suggestion … you’ve given so many great tips and practical applications. But, any final thoughts on the subject?

Douglas Fisher (41:32):

I think many science teachers are intimidated because they think they have to be reading teachers. And there’s a knowledge base to reading. And some teachers are reading teachers and science teachers, and I don’t wanna dismiss that. But it’s not that you have to become a reading specialist to integrate literacy into science. It’s how our brains work. And so as you think about the way in which you are learning and the ways in which you want your students to learn, what role does language play? What role does speaking, listening, reading, writing, viewing, play in your class? And then provide opportunities for students to do those five things each time you meet with them.

Eric Cross (42:12):

Dr. Fisher, thank you so much for being here and for your encouragement, and sharing your wisdom and experience. And then personally serving my city, here in San Diego, and my students, when they make it to your high school and ultimately the alma mater of San Diego State University.

Douglas Fisher (42:30):

That’s right.

Eric Cross (42:31):

Yeah. We really, really appreciate you in serving all kids and lifting the bar and making things more equitable for all students. And encouraging teachers. So thank you.

Douglas Fisher (42:39):

Thank you very much.

Eric Cross (42:42):

Thanks so much for listening to my conversation with Dr. Douglas Fisher, Professor and Chair of Educational Leadership at San Diego State University. Check out the show notes for links to some of Doug’s work, including the book he co-authored titled Reading and Writing in Science: Tools to Develop Disciplinary Literacy. Please remember to subscribe to Science Connections so that you can catch every episode in this exciting third season. And while you’re there, we’d really appreciate it if you can leave us a review. It’ll help more listeners to find the show. Also, if you haven’t already, please be sure to join our Facebook group, Science Connections: The Community. Next time on the show, we’re going to continue exploring the happy marriage between science and literacy instruction.

Speaker  (43:26):

I had this moment of realization I felt a few months ago: I’m like, if I don’t teach them how to use the AI as a tool, as a collaborator, then they’re gonna graduate into a world where they lose out to people who do know how to do that.

Eric Cross (43:39):

That’s next time on Science Connections. Thanks so much for listening.

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What Dr. Douglas Fisher says about science

“There are really cool opportunities when teachers come together and realize we can work together to improve the literacy and learning of all our students.”

– Dr. Doug Fisher

Professor and Chair of Educational Leadership, San Diego State University

Meet the guest

Douglas Fisher, Ph.D., is professor and chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as The Restorative Practices Playbook, PLC+: Better Decisions and Greater Impact by Design, Building Equity, and Better Learning Through Structured Teaching.

A middle-aged man with short light brown hair and glasses, wearing a white shirt and dark blazer, in a circular frame with a green accent and simple graphic elements.
A laptop screen displays the “Science Connections: The Community” private group page, with science-themed icons decorating the background and edges.

About Science Connections

Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher. 

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A closer look at grades 6–8

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.

Is your school implementing the domain model? Click here.

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A four-step process diagram with icons: spark a real-world problem, explore sources, explain and elaborate, and evaluate claims, all linking to engage with cohesive storylines.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 6–8 program to address 100% of the California NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

Chart displaying educational science topics for grades 6 to 8, categorized by grade level, duration in days, and number of classes. Includes subjects like microbiome, geology, and natural selection.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science California. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

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Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Download unit guide

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.
Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

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Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Download unit guide

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Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school. 

Download unit guide

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Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

An illustration from the Weather Patterns unit
Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

Download unit guide

An illustration from the Earth's Changing Climate unit
Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

Download unit guide

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.
Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

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Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable. 

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Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

Download unit guide

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Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

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Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Download unit guide

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Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Download unit guide

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Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

An illustration from the Chemical Reactions unit
Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

Download unit guide

An illustration of a whale with jellyfish and turtles from Amplify Science
Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased. 

Download unit guide

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.
Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Download unit guide

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Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

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Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Download unit guide

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.
Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

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Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

An illustration from the Light Waves unit
Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

Download unit guide

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.
Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Download unit guide

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.
Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Download unit guide

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.
Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.
Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Download unit guide

Resources

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Unit phenomena for 6–8

Take a closer look at the unit phenomena featured in each grade level.

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Classroom Slides for 6–8

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What’s so phenomenal about phenomena?

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Active reading in 6–8

Learn how we support students in learning how to interact with scientific texts….

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Investigations for 6–8

Explore the types of investigations that take place in middle school classrooms….

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Sims for 4–8

Two students sit at desks writing in notebooks and using laptops in a classroom setting.

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

A science education kit includes goggles, measuring cups, books on ecosystems and fuel burning, seeds, a jar, game pieces, and soil. Authored by The Lawrence Hall of Science.

Program component list for 6–8 (Integrated)

Explore the components that come with each unit.

A closer look at grades 6–8 (domain)

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.

Is your school implementing the integrated model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 6–8 program to address 100% of the California NGSS in fewer lessons than other programs.

Scope and sequence

Every year of our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45 minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science California. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to actively read in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.    

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.    

Download unit guide

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.
Plate Motion Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.    

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.    

Download unit guide

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.
Earth, Sun, and Moon

Domain: Earth and Space Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.    

Download unit guide

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.
Ocean, Atmosphere, and Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.    

Ilustración de un pueblo con casas, campos y montañas bajo un cielo nublado con olas de viento o lluvia.
Weather Patterns

Domain: Earth and Space Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.    

Download unit guide

Un oso polar se encuentra sobre un pequeño témpano de hielo en el océano con un sol naranja en el cielo y lejanas montañas heladas al fondo.
Earth’s Changing Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.    

Download unit guide

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.
Earth’s Changing Climate Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.    

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.    

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.    

Download unit guide

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.
Metabolism Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.    

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.    

Download unit guide

An illustration of a whale with jellyfish and turtles from Amplify Science
Populations and Resources

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.    

Download unit guide

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.
Matter and Energy in Ecosystems

Domain: Life Science

Unit type: Core

Student role: Ecologists

Phenomenon: What caused the mysterious crash of a biodome ecosystem?    

Download unit guide

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.
Natural Selection

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.    

Download unit guide

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.
Natural Selection Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.
Evolutionary History

Domain: Life Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Download unit guide

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.
Harnessing Human Energy

Domain: Physical Science

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.    

Illustration of a futuristic space station with large solar panels, orbiting in deep space, emitting a blue glow from its propulsion system.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.    

Download unit guide

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.
Force and Motion Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents. 

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.    

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.    

Download unit guide

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.
Phase Change

Domain: Physical Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.    

Download unit guide

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.
Phase Change Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.    

Obra de arte digital abstracta que presenta numerosos círculos rojos y grises superpuestos sobre un fondo dividido de azul y violeta claro, creando una composición dinámica y enérgica.
Chemical Reactions

Domain: Physical Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.    

Download unit guide

An illustration from the Light Waves unit
Light Waves

Domain: Physical Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.    

Download unit guide

Resources

Pilot support brochure for 6–8 (Domain)

See how we customized our instructional sequence to fully support the Utah SEEd…

Unit phenomena for 6–8(Domain)

Take a closer look at the unit phenomena featured in each grade level.

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Un maestro se encuentra al frente de un salón de clases, explicando una lección que se muestra en una pantalla. Los estudiantes se sientan en sus escritorios y algunos levantan la mano.

Planning Guide for grades 6–8 (Domain)

Check out these tips for planning to teach.

Active reading in 6–8

Learn how we support students in learning how to interact with scientific texts….

Investigations for 6–8(Domain)

Explore the types of investigations that take place in middle school classrooms….

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Sims for 4–8

Take a closer look at the digital simulations included at each grade level.

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

Elementary literacy

Science of reading resources

What does the “science of reading” really mean? How can you apply it in the classroom? We’ve created resources to help you get started

A girl in an orange dress runs through a green meadow, flying a colorful kite streaming words like letters, words, and sounds against a cloudy sky.

What is science reading?

The “science of reading,” or “structured literacy,” refers to the wealth of research findings on how students learn to read. 

At its heart is what experts call the Simple View of Reading, which describes the two fundamental skills required for people to read with comprehension: 

  • Decoding—the ability to recognize written words
  • Language comprehension—understanding what words mean

Decoding x Language Comprehension = Reading Comprehension

Without both decoding and language comprehension, reading comprehension cannot occur.

A group of diverse children attentively looking upwards with expressions of curiosity and interest.
Logo with the text built on the science of reading, featuring an open book icon above phonetic symbols on a bubbly orange background.

Download the Science of Reading Toolkit

Find out why foundational skills must start with sounds and the crucial role of background knowledge.

Get the kit now!

Amplify literacy programs built on the science of reading

Amplify’s suite of instruction, assessment, and intervention is based on the science of reading. Developed with experts, our highly-regarded programs for elementary core curriculum (Amplify Core Knowledge Language Arts), assessment, (mCLASS ®) and intervention and differentiated instruction (Amplify Reading and mCLASS ® Intervention) are a comprehensively aligned system based on the latest research.

Teacher in an orange sweater gestures while speaking to attentive students seated at desks in a classroom with educational posters on the walls.

Core instruction

Rated “all green” by EdReports.org, Amplify Core Knowledge Language Arts (CKLA) is an English language arts program for preK–5 offering explicit, systematic foundational skills and deep knowledge-building in real-world, relevant topics that kids love to learn about.

Learn more here >>

high quality informational materials five fundamentals
A teacher interacts with three young students in a classroom, showing them something on a smartphone.

Universal and dyslexia screening

Valid, reliable data is at the center of a science of reading-based literacy system. Built from the ground up on the science of reading, mCLASS, Amplify’s literacy assessment for K–6, identifies risk of reading difficulties, including dyslexia, at the earliest levels.

As the only licensed digital provider of DIBELS® 8th Edition, mCLASS’s predictive, teacher-administered, one-minute measures generate actionable data on skills, risk levels, and level of support needed. Teachers receive targeted instruction for small groups and individual students.

Learn more here >

Remediation and enrichment

Amplify Reading, K–5 Edition, is an adaptive digital program that extends the learning from core instruction, giving students deep, differentiated practice in foundational skills, comprehension processes, and vocabulary—all while exploring narrative worlds designed to appeal to kids at each grade band. Part of Amplify’s integrated literacy suite, it syncs with mCLASS, using students’ assessment profiles to start them at the right place in the learning progression.

Learn more here >

A split image with a vibrant market scene on the left and a cozy bookstore scene on the right, featuring colorful characters and items.
high quality informational materials five fundamentals

Structured, staff-led intervention

For students below grade level, mCLASS Intervention for K–6 integrates with mCLASS screening and progress-monitoring to provide the analytical tools and resources educators need to make targeted, staff-led intervention a daily reality throughout the school year. Specifically, it groups students with similar needs and provides explicit, systematic foundational skills lessons for each group.

Learn more here >

Getting Started Resources

Cover image of the book Science of Reading: A Primer, Part One by Amplify, showing a person flying a kite with multicolored ribbons in a green landscape with trees and clouds.

Science of reading: Volume 2

Cover of Science of Reading: The Primer Part Two by Amplify, featuring an illustration of a person standing atop a large stair pyramid holding a staff with a glowing symbol, with trees and clouds in the background.

Science of reading: Volume 2

Illustration of a girl holding a kite with colorful tails labeled with reading skills. Text: Toolkit: Science of reading. Five insights you can start using today. Amplify logo in top left.

Science of reading Getting started..

A laptop screen displaying a webpage for Science of Reading: The Podcast, offering listening options and an illustration of a person running with colorful ribbons. Options include Apple Podcasts and Spotify.

Science of reading: The Podcast

Join us for an informative new episode featuring a new special guest every two w…

What would you like to do next?

Talk to product experts Stay up to date on new science of reading resources and podcasts

A closer look at grades 6–8

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process diagram: Spark intrigue, Explore evidence, Explain and elaborate, and Evaluate claims, connected by arrows, with an engagement statement below.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our 6–8 program to address 100% of the NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

Abstract digital artwork featuring a yellow human figure, red shapes, and a blue-toned screen, with vibrant, multicolored patterns and textures in the background.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

An abstract illustration of a person receiving an oral examination, with colorful geometric shapes and an eye chart in the background.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Abstract orange background with geometric shapes, featuring icons of a vest, bar chart, leaf, beaker, fruit, medical stethoscope, and an envelope within a hexagonal frame.
Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

Six spiders with varying body colors (brown, yellow, blue, and red) and patterns are arranged on a dark, textured background, seemingly in a diagram or chart formation.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Illustration of a person with closed eyes in a red winter coat and hat, surrounded by falling snow and orange circles on a dark background.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school. 

Abstract illustration of a sun with blue and orange rays over a colorful landscape featuring green hills and a vibrant sky.
Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

Illustration of clouds above a small town and farmland, with wind currents depicted swirling through the landscape under a blue sky.
Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

A polar bear stands on a small floating ice sheet in the ocean, surrounded by melting ice, with a red sun in the sky.
Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

A purple hexagonal graphic with icons including a building, wrench, screwdriver, sun, molecules, paint bucket, and tiles on a geometric patterned background.
Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A robotic rover sits on a hill in a rocky, reddish landscape, with visible tracks in the dust leading to its current position under a hazy sky.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable. 

Two green prehistoric reptiles with long snouts are near the shore; one is on land while the other swims in blue water, with plants, rocks, and an island in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

A purple geometric background featuring a hexagonal badge with a telescope, mountain, audio wave, and star symbols inside.
Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration showing an ocean, forest, and mountains with a smoking volcano, plus a cross-section of underground tectonic plates.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Four stages of an orange popsicle melting on a stick, from fully frozen on the left to completely melted on the right, against a plain background.
Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Green geometric background with an outlined hexagon containing icons: a parachute, ruler, letter "A," bandage, stacked blocks, and a folded corner paper.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature. Domains: Engineering Design, Physical Science

Abstract illustration showing red and blue circles on a split blue and light background, representing molecular movement across a membrane or barrier.
Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

An underwater scene with a large whale surrounded by turtles, jellyfish, and various fish swimming in different directions.
Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased. 

Low-poly digital illustration of a fox hunting a rabbit in a forest with pine trees, mushrooms, mountains, and the sun in the background. Another rabbit sits near the trees.
Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Two people climb over rocks filled with electronic devices; inset illustrations show a boot, a belt of batteries, and a radio.
Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

A spacecraft approaches and docks with a modular space station featuring large blue solar panels, set against a black space background.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green graphic with hexagonal emblem showing an infant, a thermometer, layered materials, a medical symbol, and a flame icon.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Illustration of a roller coaster car with passengers raising their arms as they descend a steep track against a blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

Illustration of the Earth with arrows representing radiation or energy entering the atmosphere from space, focused on the Asia-Pacific region.
Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

A city skyline at night with illuminated windows, a large full moon, stars in the sky, and a bridge visible on the left side.
Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Four polygonal dinosaurs walking in a row, three green and one yellow, each with a rock and purple spikes on their backs, set against a grassy background with a blue sky.
Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Red geometric background featuring a hexagonal emblem with icons of a world map, mosquito, DNA strand, bar chart, and interconnected blocks.
Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two tortoises with long necks are by a river; one is browsing leaves from a bush while the other is walking near the water's edge.
Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Resources

Pilot support brochure for 6–8 (Integrated)

Unit phenomena for 6–8

Take a closer look at the unit phenomena featured in each grade level.

Classroom Slides for 6–8

Your new hands-free TG is coming soon! These PowerPoints for every lesson make t…

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Active reading in 6–8

Scientists read and write with purpose too.

Investigations for 6–8

Explore the types of investigations that take place in middle school classrooms….

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Sims for 4–8

Approaches to assessment in 6–8

Learn about our middle school embedded assessments.

Supporting multilingual & English language learners

Multilingual/English learners (ML/ELs) bring unique strengths to classrooms, enriching the learning experiences for all.

At Amplify, we empower educators with tools that honor the strengths and capabilities of ML/ELs. Our curriculum and assessments meet students where they are and help them develop their skills, propelling them on their learning journeys.

Amplify supports ML/ELs across all subjects, from English language arts to math and science. For students who speak Spanish, we also provide a comprehensive biliteracy suite.

Four vibrant illustrations feature a goat, greeting phrases in Spanish and English, a map with an animal icon, and a fox with rabbits in a forest—perfect for engaging multilanguage & English language learners.
Illustration of a robot character, nine book covers above, and a tablet displaying an e-book page. A pink character stands on a stool holding a book, promoting a reading program for English language learners. Stars decorate the background.

Amplify CKLA core literacy curriculum for grades K–5

Amplify Core Knowledge Language Arts (CKLA) is a K–5 core curriculum built on the science of how students learn to read and write. Amplify CKLA supports ML/ELs in a variety of ways.

Image of a lesson page titled "Introducing the Read-Aloud," focused on speaking and listening skills. The highlighted section emphasizes "Speaking and Listening," seamlessly integrating into the literacy curriculum to support multilanguage & English language learners.

Scaffolding at five levels of proficiency

In addition to core instruction, Amplify CKLA provides lesson supports for Entering/Emerging, Transitioning/ Expanding, and Bridging levels.

An open workbook on writing skills, featuring instructions on creating paragraphs and checking understanding for literacy curriculum, with icons and a

Lesson differentiation

Lessons include Support and Challenge suggestions that provide assistance or opportunities for more advanced work toward the goal of the lesson. These resources are suitable for all learners, including ML/ELs.

A computer screen displays a multilanguage phonics learning app, ideal for English language learners, featuring an astronaut illustration and a play button for the sound "/a/".

Phonological awareness and phonics supports

The digital Sound Library easily facilitates sound development through videos showing mouth movements and songs that help students practice articulating new sounds with catchy lyrics.

A group of young children, including multilanguage and English language learners, sit cross-legged on a classroom floor, some with hands raised, appearing engaged and attentive.

Frequent oral language development opportunities

Amplify CKLA boosts language development with complex read-alouds, interactive discussion, writing activities, and explicit teaching of academic and domain vocabulary.

Amplify CKLA pairs with Amplify Caminos, its companion K–5 Spanish literacy program that supports biliteracy instruction.

Language Studio, an English Language Development companion program for Amplify CKLA

Language Studio, Amplify CKLA’s dedicated K–5 English language development companion program, offers daily 30-minute lessons to help ML/ELs practice reading, writing, speaking, and listening skills. Aligned to the World-Class Instructional Design and Assessment (WIDA) framework, Language Studio previews and reinforces language and content from core instruction, so that ML/ELs of all proficiency levels are able to access grade-level content as they develop academic English.

Four illustrated educational book covers are shown, each with different cultural and historical themes, titled "Language Studio Volumes 1-4" from Amplify Core Knowledge Language Arts—perfect for multilanguage and English language learners.
A young girl sits at a desk reading a book, while two other children are in the background—one using a laptop. The scene supports multilanguage and English language learners as they engage with different resources.

Interactive language development

Language Studio provides opportunities for classroom discussions, oral presentations, and writing tasks, promoting comprehension and learning by connecting with students’ cultural and linguistic backgrounds.

A worksheet labeled "Features of Academic Language," ideal for multilanguage and English language learners, with highlighted text: "Draw and Write," "Offer and Support Opinion," and "Tier 3 Domain-specific words.

Explicit vocabulary instruction

Interactive vocabulary and academic language support is provided before each lesson to deepen students’ understanding of text.

Two schoolgirls in green uniforms, English language learners, look at a notebook together in a multilanguage classroom—one holding a pencil box and pointing at the book.

Multimodal comprehension support

Students can preview content, interact with physical materials, compare text types, receive explicit grammar instruction, and have access to extensive vocabulary exercises.

A language proficiency assessment chart for multilanguage and English language learners, listing evaluation criteria and descriptors across five proficiency levels from entering to bridging.

Skill proficiency monitoring

Language Studio facilitates evaluation with an understanding of what students should produce at each level.

A person holds a tablet displaying educational progress, featuring profile images of two students labeled

mCLASS DIBELS 8th Edition literacy assessment for grades K–8

mCLASS® is an all-in-one system for Science of Reading-based universal screening, dyslexia screening, and progress monitoring for grades K–8. Powered by DIBELS 8th Edition, mCLASS provides valuable data on your ML/ELs’ literacy in English, helping you build a robust system of tiered supports. With a single tool, you can access the data and instructional support you need for each student’s literacy development, from phonics to comprehension, catering to all readers, from beginner to advanced.

A laptop screen displays a table showing the beginning-of-year assessment scores for four Grade 1 multilanguage and English language learners across three goal areas: Composite, LNF, and PSF.

Screening and reporting

mCLASS’s one-minute measures and dyslexia screening identify risk as early as possible, providing you with the right data to make informed decisions.

A laptop screen displays an educational platform with a lesson plan on decoding complex word patterns for Grade 3 English language learners under the "Instruction" tab, supporting multilanguage development.

Language considerations

mCLASS provides specific language guidance, offers ML/EL instructional strategies, and considers each student’s unique language background, never penalizing for language variety, accent, or articulation, and extending this understanding into small-group practices.

A computer screen displays a dashboard with student assessment data, including charts and tables comparing performance across different benchmarks for multilanguage and English language learners.

Performance and reporting transparency

Understand student performance through direct observation and detailed reports which offer growth insights, including district-wide student achievement data that can be filtered by EL status, Home Language, or English Proficiency status.

mCLASS pairs with mCLASS Lectura, an authentic Spanish literacy assessment for K–8 that measures key foundational skills and supports Spanish-speaking bilingual students.

mCLASS Intervention for grades K–6

mCLASS Intervention is our K–6 reading intervention program, designed to support you in providing effective Tier 2 and 3 instruction and getting readers on track. mCLASS Intervention does the heavy lifting of data analysis and lesson planning for you. This lets you focus on what you do best: teaching the skills each student needs to become a confident reader.

Infographic showing a 10-day cycle: measure skills, group multilanguage and English language learners, generate lessons, teach students, and provide practice, all arranged in a circular flow.
A worksheet page titled "Introduce a" with instructional text, a letter grid activity, support tips, and a section labeled “Challenge,” overlaid by the text “Multimodal learner resources” for multilanguage and English language learners.

Effective lessons with built-in support

Lessons are equipped with best practices and guidance targeting language and literacy development for ML/ELs. The program also includes materials and resources that make content accessible to Spanish-speaking students.

A lesson plan shows students, skills, and Day 1 activities for a 10-day Blending and Regular Words set—ideal for multilanguage and English language learners—involving sounding out, blends, and a word race game.

Structured small groups

Once groups are formed, mCLASS Intervention determines the ideal focus for each group and automatically prepares two weeks of targeted lessons.

A line graph showing Emma Ashley's letter sounds scores: 20 in August, 74 in December (benchmark), and projected to reach 90 in May—demonstrating strong progress for multilanguage and English language learners.

Keeps you updated on student progress

Track student growth with reliable progress-monitoring tools and reporting that provides a clear view of each student’s progress.

A young girl with headphones uses a laptop, sitting in front of a colorful, illustrated background with trees, clouds, a bird, and Science of Reading and ESSA Evidence badges—perfect for multilanguage and English language learners.

Boost Reading personalized reading program for grades K–5

A key component of Amplify’s early literacy suite, Boost Reading is a personalized learning program for K–5 that offers comprehensive targeted practice, built-in benchmark assessments, and powerful reporting. Boost Reading provides practice in the full progression of key phonics and comprehension skills critical to literacy development.

Boost Reading works. Results of a year-long study show that students in grades K–5—including ML/ELs—who used Boost Reading for 30 minutes a week significantly outperformed their peers.

A computer screen displays a sentence highlighting the words "Mateo" and "he," with arrows connecting them—helpful for multilanguage and English language learners. A "Done" button and an illustrated face are also visible.

Systematic instruction in foundational skills and comprehension

Reinforce core instruction with explicit practice in phonics and phonological awareness. Boost Reading is the only program that focuses on comprehension processes—what readers do while reading that allows them to make sense of text—which is especially beneficial for ML/EL students.

A laptop screen displays a cartoon mouth, a person’s face above it, and four toast-shaped buttons below—ideal for multilanguage practice and engaging English language learners.

Mouth formation modeling for articulation support

Boost Reading includes specific scaffolds and supports—such as a modeling of mouth formations for articulation—that are proven to be beneficial for ML/ELs.

A colorful educational game screen supports English language learners and multilanguage skills, showing a creature on a log labeled "stamp" with four word choices: sand, stand, stamp, and champ. A waterfall and plants are in the background.

Vocabulary practice

Targeted morphology practice for independent vocabulary building and explicit instruction with Tier 2 vocabulary words are proven to be supportive for ML/ELs.

Boost Reading pairs with Boost Lectura, a Spanish literacy program for K–2 that provides students with personalized practice to develop Spanish literacy skills.

Want to learn more about Amplify’s elementary biliteracy suite?

Fill out this form, and we’ll be in touch with you shortly.

Amplify ELA core literacy curriculum for grades 6–8

With Amplify ELA, students learn to tackle any complex text and make observations, grapple with interesting ideas, and find relevance for themselves. Amplify ELA is a grade 6–8 English language arts program designed to bridge language gaps and enhance learning for ML/ELs. With integrated supports in every lesson, Amplify ELA empowers educators to deliver grade-level content while maintaining rigorous standards, thus reducing barriers to language acquisition and boosting student success.

A tablet showcases an educational lesson interface about butterflies, alongside a book titled "Amplify ELA: Summer of the Mariposas," surrounded by illustrated butterflies, enriching the literacy curriculum and engaging multilanguage & English language learners.
A tablet screen displays a digital reading and writing assignment with text excerpts on the left and character trait questions on the right, designed to support multilanguage and English language learners.

Built-in scaffolds

Background documents (in English and Spanish) establish context and support comprehension before students begin to read. Features such as audio assessments, read-aloud, and Reveal words ensure that all students have the opportunity to engage with and understand grade-level materials.

A worksheet with a writing prompt about "Summer of the Mariposas," designed to support multilanguage and English language learners as they describe a character and explain her traits using evidence from the story.

Differentiated writing prompts

Simplified language, sentence starters, word banks, and visual cues offer the necessary levels of support to help students meet their writing goals.

A book titled "Mysteries & Investigation Multi-Language Glossary" with glossary cards for English-French and English-Vietnamese translations of the phrase "a wealth of," ideal for multilanguage study and English language learners.

Multi-language glossaries

Available in 11 languages—English, Arabic, Chinese, French, Haitian Creole, Portuguese, Russian, Spanish, Tagalog, Urdu, and Vietnamese—these glossaries support vocabulary development and comprehension.

Amplify Desmos Math core curriculum for grades K–12

Amplify Desmos Math is a curiosity-driven K–12 program that builds students’ lifelong math proficiency. Every lesson in Amplify Desmos Math includes opportunities for all students to develop mathematical language as they experience the content, while providing intentional support for ML/ELs. We purposefully progress language development from lesson to lesson and across units by supporting students in making their arguments and explanations stronger, clearer, and more precise.

A text box suggests encouraging multilanguage and English language learners to paraphrase peers’ ideas, building connections and using unit vocabulary, with an emphasis on speaking and listening skills.

Multilingual/English learner support

Supports for ML/ELs are called out at intentional points within each lesson. These specific, targeted suggestions support ML/ELs with modifications that increase access to a task, or through development of contextual or mathematical language (both of which can be supportive of all learners). ML/EL supports may also be attached to Math Language Routines.

A text box explaining MLR7: Compare and Connect, with prompts for students—including multilanguage and English language learners—to analyze, compare, and connect different problem-solving strategies.

Math Language Routines (MLRs)

Math Language Routines are used within lessons to highlight student-developed language and ideas, cultivate conversation, support mathematical sense-making, and promote metacognition. Tips for facilitating MLRs are included when they would be helpful within lessons.

A white box lists today’s goals for a lesson on parallelograms, including area calculation and encouraging multilanguage & English language learners to use mathematical language in writing, speaking, and listening.

Language goals and vocabulary

Language goals attend to the mathematics students are learning, and are written through the lens of one (or more) of four language modalities: reading, writing, speaking, and listening. Units and lessons start by surfacing students’ language for new concepts, then building connections between their language and the new vocabulary for that unit. This honors the language assets that students bring into their learning.

Amplify Science core curriculum for grades
K–8

Amplify Science is a curiosity-driven science curriculum that empowers students to Do, Talk, Read, Write, and Visualize like scientists. Through phenomena-based, literacy-rich, and interactive learning experiences, it develops students into critical thinkers who will gain the skills they need to solve real problems in their communities and the world. For students who need additional support, Amplify Science provides specialized instructional approaches, activities, and resources that take into account English learners’ level of language proficiency.

A teacher and three children, all English language learners, interact enthusiastically around a table with a colorful project in a classroom setting. The lively discussion enhances their literacy curriculum experience, fostering both creativity and understanding.
A document page titled "Patterns of Earth and Sky" is shown, with a highlighted overlay listing printable resources for multilanguage and English language learners, such as objectives, compilations, and glossaries.

Instructional design built on five key principles

Amplify Science leverages background knowledge, capitalizes on student knowledge of language, provides explicit instruction about the language of science, gives students opportunities with scaffolded practice, and enables students to access science content and express science knowledge through a multimodal approach.

A blue square with two arrows forming a loop, next to the words: Do, Talk, Read, Write, Visualize—ideal for multilanguage and English language learners.

Do, Talk, Read, Write, Visualize instructional model

Our multimodal instructional approach caters to diverse learning needs and promotes active engagement for all learners.

A webpage section titled "Differentiation" discusses teaching strategies for diverse learners, including multilanguage and English language learners, with a sidebar listing various digital resources and lesson materials.

Honoring multilingualism

Amplify Science honors multilingualism as students are invited to share in their native language at strategic points in instruction. Teacher-led instruction on cognates and a multilingual glossary in 10 languages offer additional support.

Cover of a Spanish-language science booklet titled "Patrones de la Tierra y del cielo," ideal for multilanguage and English language learners, featuring a space illustration and an orange "Cuaderno de investigación" button at the bottom.

Spanish instructional materials

Carefully translated materials use academic Spanish, with attention to consistency and grade-level appropriate language, to support language development.

A biliteracy suite grounded in the Science of Reading

Discover a suite of Spanish literacy curriculum and assessment programs designed to build confident readers with Amplify Caminos, mCLASS Lectura, and Boost Lectura. Amplify’s biliteracy suite includes assessment, core instruction, and personalized learning built on the Science of Reading.

Explore more programs in Amplify’s literacy and biliteracy suites.

All of the programs in our literacy suite and our biliteracy suite are designed to support and complement each other. Learn more about our related programs:

Amplify Caminos

Amplify Caminos is a K–5 Spanish language arts program and curriculum designed t…

Boost Reading

Boost Reading is a Science of Reading K–5 personalized reading program that&#821…

mCLASS

Amplify’s mCLASS is the gold-standard universal and dyslexia screener grou…

See All Programs

Inspiring the next generation of Indiana scientists, engineers, and curious citizens

Amplify Science is a proven effective core curriculum designed for three-dimensional, phenomena-based learning that provides an immersive experience for science students. Amplify Science was developed in partnership with the science education experts at UC Berkeley’s Lawrence Hall of Science.

image of Amplify Science and science classroom materials for science teachers

What is Amplify Science?

Amplify Science is a curiosity-driven science curriculum that empowers students to Do, Talk, Read, Write, and Visualize like scientists. Through phenomena-based, literacy-rich, and interactive learning experiences, students develop as critical thinkers who will gain the skills they need to solve real problems in their communities and the world.

Each unit of Amplify Science engages students in a relevant, real-world problem where they investigate scientific phenomena, engage in collaboration and discussion, and develop models or explanations in order to arrive at solutions.

Grounded in research

Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science in partnership with the digital learning team at Amplify, our program features:

  • A phenomena-based approach where students construct a deep understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, lively discussions, literacy-rich activities, and digital tools.
  • Carefully crafted units, chapters, lessons, and activities designed to deliver truly authentic three-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.

See more of our research.

Aerial view of the lawrence hall of science at the university of california, berkeley, showcasing the building and surrounding trees with a foggy city backdrop.
Two boys sit at a desk using a laptop in a classroom. Insets show a close-up of sewing, and a child in rain boots splashing in water.

Instructional model

The Amplify Science program is rooted in the research-based proven effective pedagogy of Do, Talk, Read, Write, Visualize.

Here’s how each element works:

Do

Learners engage with scientific phenomena by conducting student-centered investigations.

Talk

Students engage in collaborative and inquisitive discussions and scientific argumentation.

Read

Reading scientific texts is an act of inquiry: Students ask questions, gather evidence, and make connections through literacy.

Write

Students write to share what they have learned and apply new evidence to strengthen written arguments and explanations.

Visualize

Students gather evidence through simulations, physical models, and modeling tools, allowing them to see and investigate complex, microscopic, or otherwise unobservable phenomena.

What’s included

Flexible resources that work seamlessly together

Four children gather around a desk, engaged in a hands-on activity. Two illustrations frame the main image: a storm cloud on the left and a sea turtle on the right.

Grades K–5 materials

A stack of educational science books, ideal for the curious mind of a science student, with titles like "What My Sister Taught Me About Magnets" and "Made of Matter." Perfectly aligned with any science curriculum to inspire young learners in the classroom.

Student Books

Age-appropriate Student Books allow students to:

  • engage with content-rich texts
  • obtain evidence
  • develop research and close-reading skills
  • construct arguments and explanations
Three science notebooks ideal for the science student, titled "Balancing Forces," "History of Earth and Sky," and "Properties of Matter." Each features colorful illustrated covers that enhance three-dimensional learning in the classroom.

Student Investigation Notebooks

Available for every unit, the Student Investigation Notebooks provide space for students to:

  • record data
  • reflect on ideas from texts and investigations
  • construct explanations and arguments
A digital illustration displays a laptop with screens showcasing environmental graphics, including plants and diagrams, perfect for a science student exploring rich science resources.

Simulations and practice tools (grades 2+)

Developed exclusively for the Amplify Science program, these engaging digital tools:

  • serve as venues for exploration
  • enable data collection
  • allow students to explore scientific concepts
  • show what might be impossible to see with the naked eye


A laptop displaying a web page titled "Spinning Earth" sits next to a book on investigation, ideal for the science student delving into valuable science resources.

Teacher’s Guides

Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:

  • detailed lesson plans
  • unit and chapter overview documentation
  • differentiation strategies
  • standards alignments
  • in-context professional development
A pegboard with pegs, a small solar panel with clips, and three containers with different powdered substances are perfect science resources for enhancing your science curriculum.

Hands-on materials kits

Hands-on learning is at the heart of Amplify Science. Each unit kit contains:

  • consumable and non-consumable hands-on materials
  • print classroom display materials
  • premium print materials for student use (sorting cards, maps, etc.)

Grades 6–8 materials

A laptop displays a diagram about jellyfish population explosion; next to it is a magazine page featuring a scientist who preserves artwork.

Science articles

The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.

Four Amplify Science investigation notebooks are displayed, perfectly enhancing any science classroom with their covers showcasing diverse scientific topics.

Student Investigation Notebooks

Available for every unit, the Student Investigation Notebooks provide space for students to:

  • record data
  • reflect on ideas from texts and investigations
  • construct explanations and arguments
  • Available with full-color article compilations for middle school units
Images of data visualization tools displayed on a laptop, showcasing graphs, maps, and analytical data—essential resources for any science student looking to enhance their understanding through interactive learning.

Digital student experience

Students access the digital simulations and modeling tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:

  • conduct hands-on investigations
  • engage in active reading and writing activities
  • participate in discussions
  • record observations
  • craft end-of-unit scientific arguments


A laptop displaying the Geology on Mars webpage sits beside a book titled "Geology on Mars," both featuring the same cover image of Mars and a spacecraft, perfect for enhancing three-dimensional learning in any science classroom.

Teacher’s Guides

Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:

  • detailed lesson plans
  • unit and chapter overview documentation
  • differentiation strategies
  • standards alignments
  • in-context professional development
A pegboard with pegs, a small solar panel with clips, and three containers with different powdered substances are perfect science resources for enhancing your science curriculum.

Hands-on materials kits

Hands-on learning is at the heart of Amplify Science. Each unit kit contains:

  • consumable and non-consumable hands-on materials
  • print classroom display materials
  • premium print materials for student use (sorting cards, maps, etc.)
Collage of four images: a hairdryer testing a paper structure in a science classroom, a cartoon monkey on a vine, two kids interacting with a wall activity emblematic of three-dimensional learning, and a hand displaying dinosaur-topped pencils with math cards.

Unit Sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.

In fact, our multimodal instruction offers more opportunities for students to construct meaning—and practice and apply concepts—than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

A chart lists science topics by grade, from Kindergarten to Grade 5, covering subjects like plants, animals, forces, materials, weather, and Earth systems.
A list of science curriculum topics for Grades 6, 7, and 8, organized under each grade with bullet points for subjects like microbiome, geology, energy, and natural selection.

Indiana science resources to support your review

Illustration of Indiana’s outline with a star, surrounded by corn, a barn, a basketball hoop, a blue car, and a pink flower—perfect for inspiring any science student or classrooms focused on three dimensional learning.

K–5 Science Resources

6–8 Science Resources

Contact us

Support is always available. Our team is committed to helping you every step of the way. Contact your dedicated Indiana representative here for program access, samples, and additional information.

A woman with long brown hair and a white top smiles at the camera in front of an orange background, showcasing her passion for the Science of Reading and dedication to Indiana middle school education.

Elizabeth Sillies Callahan

Southern IN
(513) 407-5801

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Jody Kammer

Central IN
(310) 402-7837

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Amanda Knipper

Northern IN
(260) 894-5123

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Paige Lawrence

District enrollment below 1200
(980) 421-2608

A closer look at grades K–2

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.

In the K–2 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.
A collage of four images: building a toothpick structure, a boy reading a book to a girl, two children conducting a water experiment, and a light projection setup.
Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, their understanding gradually builds and deepens, ultimately leading to their ability to develop and refine increasingly complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our K–2 program to address 100% of the California NGSS in just 66 days.

Scope and sequence

Every year of our K–2 consists of 3 units and 66 total lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).

Lessons at grades K–1 are written for a minimum of 45-minutes, and grade 2 lessons are written for a minimum of 60-minutes—though teachers can expand or contract the timing to meet their needs.

Educational curriculum chart showcasing a progression of amplify science lessons from kindergarten to grade 5, categorized by grade and subject areas like plants, animals, weather, and energy.

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In each grade K–2:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.
Investigation Units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling Units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering Design Units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Units at a glance

An illustration from Needs of Plants and Animals unit
Needs of Plants and Animals

Domains: Life Science, Earth and Space Science, Engineering Design

Unit type: Investigation

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since vegetables were planted. 

Download unit guide

Download lesson planner

An illustration from the Pushes and Pulls unit
Pushes and Pulls

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.  

Download unit guide

Download lesson planner

Silhouette of a playground structure against a blue sky with clouds and three yellow suns.
Sunlight and Weather

Domains: Earth and Space Science, Life Science, Engineering Design

Unit type: Modeling

Student role: Weather scientists

Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess.  

Download unit guide

Download lesson planner

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.
Animal and Plant Defenses

Domain: Life Science

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle lives in an aquarium and will soon be released back into the ocean, where she will survive despite ocean predators.  

Download unit guide

Download lesson planner

Two hands holding a paper with a drawing of a pyramid and a tree, illuminated by a flashlight, projecting another shadow of the image on the wall.
Light and Sound

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.  

Download unit guide

Download lesson planner

An illustration from the Spinning Earth unit
Spinning Earth

Domain: Earth and Space Science

Unit type: Investigation

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone.  

Download unit guide

Download lesson planner

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.
Plant and Animal Relationships

Domains: Life Science, Engineering Design

Unit type: Investigation

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.  

Download unit guide

Download lesson planner

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.
Properties of Materials

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.  

Download unit guide

Download lesson planner

Illustration of a coastline with cliffs, a recreation center building with a red roof and a sign, evergreen trees, a blue flag, and a sandy beach below.
Changing Landforms

Domain: Earth and Space Science

Unit type: Modeling

Student role: Geologists

Phenomenon: The cliff that Oceanside Recreation Center is situated on appears to be receding over time.  

Download unit guide

Download lesson planner

Resources

Pilot support brochure for K–2

Unit phenomena for K–5

Take a closer look at the unit phenomena featured in each grade level…

Classroom Slides for K–5

Meet your new hands-free TG! These PowerPoints for every lesson make teaching sc…

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Literacy-rich instruction in K–5

Scientists read and write with purpose too.

Student Books in K–5

Read a summary of each of our award-winning student books.

Investigations for K–5

Explore the types of hands-on investigations that take place in K–5 classrooms.

Four stages of learning: Engage (eye icon), Explore (people icon), Construct (blocks icon), Apply (brain icon), arranged in a cycle with arrows and descriptions below each stage.

The 5E model at K–8

Learn how the 5E elements are woven throughout each and every unit.

The CER model for K–5

Learn how we integrate the Science and Engineering Practices (SEPs) into daily i…

Approaches to assessment in K–5

Learn about our embedded assessments.

Science activity kit featuring books "Earthworms Underground" and "What's Going On with the Weather?", balloons, plant seeds, propellers, and other educational materials.

Program component list for TK–5

Explore the components that come with each unit.

Transform literacy in Indiana with intentional knowledge building and systematic skills instruction.

Amplify Core Knowledge Language Arts (CKLA) is a core literacy resource aligned with the Indiana Academic Standards for English/Language Arts that empowers Indiana grades K–5 students. Developed in partnership with the Core Knowledge Foundation, Amplify CKLA was specifically designed to enable teachers to implement proven, evidence-based instructional practices.

Looking for core instruction for Grades 6–8? Click here.

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Recognized quality

Amplify CKLA stands out as one of only a few high-quality, knowledge-building literacy programs recognized by the Knowledge Matters Campaign. Our shared message: Background knowledge is essential to literacy and learning.

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Independently and rigorously reviewed

Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recognized by the Knowledge Matters Campaign as a literacy program that excels in building knowledge.

Read our EdReports review

Read our Knowledge Matters Campaign review

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Intentional knowledge building

The Science of Reading reveals knowledge as an essential pillar of reading comprehension and lifelong literacy. Hear from author Natalie Wexler and Amplify CKLA customers on edWebinar about the importance of knowledge building in reading instruction.

Hear from Natalie Wexler

edWebinar Links

Program overview

Amplify CKLA is a core ELA program for Grades K–5 that delivers:

  • A unique research-based approach truly built on the Science of Reading.
  • A combination of explicit foundational skills with meaningful knowledge building.
  • Embedded support and differentiation that gets all students reading grade-level texts together.
  • Opportunities for students to see the strengths and experiences that all people share while also celebrating each others’ unique identities and experiences.
  • Authentic Spanish language arts instruction with Amplify Caminos.
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How it works

Amplify CKLA teaches both foundational skills and background knowledge in Grades K–2 and combines them in Grades 3–5, in alignment with the Science of Reading.

  • In grades K–2, students complete one full lesson that builds foundational reading skills, as well as one full lesson that builds background knowledge.
  • In grades 3–5, students complete one integrated lesson that combines skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis.
Program Guide

Rich topics

Amplify CKLA builds knowledge coherently across subjects and grades.

Students make connections from year to year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts, while learning to read, write, and think creatively and for themselves.

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Units by grade

Take a closer look at the topics students explore.

Knowledge Research Units

Explore our newly added Knowledge Research units.

Skills by grade

Take a closer look at the skills students develop.

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Science of Reading resources

Watching students learn to read? Magic. Knowing how they get there? Science.

As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means—and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.

Explore resources

Indiana CKLA resources for your review

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Contact us

Support is always available. Our team is committed to helping you every step of the way. Contact your dedicated Indiana representative here for program access, samples, and additional information.

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Elizabeth Sillies Callahan

Southern IN
(513) 407-5801

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Jody Kammer

Central IN
(310) 402-7837

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Amanda Knipper

Northern IN
(260) 894-5123

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Paige Lawrence

District enrollment below 1200
(980) 421-2608

Welcome to Amplify Science for grades K–5!

On this site, you’ll find resources to guide you in your review.

When you’re ready to explore full units in the digital Teacher’s Guide, click the “Review” button at the bottom of this page.

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About the program

In every unit of Amplify Science, students take on the roles of scientists and engineers to figure out real-world phenomena. Students actively investigate compelling questions by finding and evaluating evidence, then developing convincing arguments. These engaging roles and phenomena bring science to life in your classroom.

The program is built from the ground up for new science standards and three-dimensional learning. The Next Generation Science Standards have raised the bar in science education. We set out to create a science program that educators can leverage to bring three-dimensional learning to life for their students.

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Hear from educators like you

Hear from teachers, administrators, and students across the country who are using Amplify Science in their classrooms right now.

Resources to support your review

Download the resources below before you review the program to better understand the program structure, components, real-world phenomena, digital resources, and more.

Three Amplify Science curriculum book covers for grades 6-8 featuring program structure, hands-on investigations, and digital simulations with relevant images and graphics.

Walkthrough video

Before you explore the program, watch this video overview and get familiar with the digital Teacher’s Guide and where to find resources for you and your students online.

Start your review

To complete your review digitally, click the orange button below to explore the digital Teacher’s Guide. You’ll have access to one full unit from every grade.

When you explore the digital Teacher’s Guide, a quick guided tour will familiarize you with navigation of the program and its features.

Review the digital Teacher’s Guide now

While you can access all of the print resources from the digital Teacher’s Guide, we’ve collected a few exemplars here from each unit:

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Student Books
  1. Student Book: A Busy Day in Pushville
  2. Student Book: A Busy Day in Pushville (Spanish)
Student Investigation Notebook
  1. Pushes and Pulls Student Investigation Notebook sample
  2. Pushes and Pulls Student Investigation Notebook sample (Spanish)
Teacher’s Guide
  1. Pushes and Pulls Teacher’s Guide sample
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Student Books
  1. Student Book: Frog Models
  2. Student Book: Frog Models (Spanish)
Two books titled "Animal and Plant Defenses: Spikes, Shells, and Camouflage" in English and Spanish, both featuring a turtle and shark illustration on the cover.
Student Investigation Notebook
  1. Animal and Plant Defenses Student Investigation Notebook sample
  2. Animal and Plant Defenses Student Investigation Notebook sample
A book cover titled "Animal and Plant Defenses: Spikes, Shells, and Camouflage" with an illustration of a turtle, labeled as the Teacher's Guide.
Teacher’s Guide
  1. Animal and Plant Defenses Teacher’s Guide sample
Student Books
  1. Student Book: Landform Postcards
  2. Student Book: Landform Postcards (Spanish)
Student Investigation Notebook
  1. Changing Landforms Student Investigation Notebook sample
  2. Changing Landforms Student Investigation Notebook sample (Spanish)
Teacher’s Guide
  1. Changing Landforms Teacher’s Guide sample
Student Books
  1. Student Book: Hoverboard
  2. Student Book: Hoverboard (Spanish)
Student Investigation Notebook
  1. Balancing Forces Student Investigation Notebook sample
  2. Balancing Forces Student Investigation Notebook sample (Spanish)
Teacher’s Guide
  1. Balancing Forces Teacher’s Guide sample
Student Books
  1. Student Book: Blackout!
  2. Student Book: Blackout! (Spanish)
Student Investigation Notebook
  1. Energy Conversions Student Investigation Notebook sample
  2. Energy Conversions Student Investigation Notebook sample (Spanish)
Teacher’s Guide
  1. Energy Conversions Teacher’s Guide sample
  1. Student Book: Drinking Cleopatra’s Tears
  2. Student Book: Drinking Cleopatra’s Tears (Spanish)
  1. The Earth System Student Investigation Notebook sample
  2. The Earth System Student Investigation Notebook sample (Spanish)
  1. The Earth System Teacher’s Guide sample

Request more information

If you’d like to review the full program, request physical samples, or speak to a product expert for more information, fill out the form below and we’ll be in touch.

2020 Math Leadership Summit logo with geometric shapes and text; "sponsored by Amplify" appears in orange.

Join us!

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March 2–4

The US Grant Hotel, San Diego

Register now

About the event

Join us for two days of interactive and inspirational talks with math education leaders from around the country to discuss where math education is headed. Meet like-minded K–12 leaders as well as change-makers from major universities, EdTech companies, and professional learning organizations dedicated to improving teacher experiences and student outcomes in mathematics. 

We’re hosting an optional pre-conference workshop featuring Patrick Callahan and Chris Weber on Monday, March 2. The pre-conference starts at 12 p.m.

What to expect:

  • Two full days of keynote and breakout sessions covering a variety of K–12 math topics
  • Sessions led by district leaders sharing their work to raise math achievement
  • Evening networking events
  • Engaging speakers with a variety of expertise
  • Insights you can put to use in your district immediately
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Meet a few of our speakers

Use this version when there are multiple presenters.

Jason Zimba

Founding Partner of Student Achievement Partners

Lead writer of the Common Core State Standards for Mathematics

Sunil Singh

Founding Partner of Student Achievement Partners

Lead writer of the Common Core State Standards for Mathematics

Christina Lincoln-Moore

Founding Partner of Student Achievement Partners

Lead writer of the Common Core State Standards for Mathematics

Use this version when there is only one presenter, rather than many.

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Natalie Wexler

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Event agenda

Monday, March 2

Arrivals

Pre-conference workshop featuring Chris Weber and Patrick Callahan

Sessions begin at 1 p.m. Pacific and include:

  • Adult and Student Mindsets and Math Supports
  • Enhanced Mathematics

3:00 p.m. Hotel check-in available

6:00 p.m. Welcome reception and dinner

Tuesday, March 3

8:30 a.m. Sessions begin

Sessions include:

  • Math milestones with Jason Zimba
  • Unfinished learning with Phil Daro
  • Powerful moments in math class with Mike Flynn
  • Utilizing math history to embrace equity, failure, and authentic problem-solving in leadership communities with Sunil Singh
  • Radical change in high school mathematics: Addressing wicked problems of tracking, acceleration, and curricular change with Mike Steele

6:30 p.m. Evening event

Wednesday, March 4

8:30 a.m. Sessions begin

Sessions include:

  • Embedding problem-solving into your curriculum with Fawn Nguyen
  • Writing in mathematics: The power of mathematics explanations with Jessica Balli
  • Talk Number 2 Me: Mathematics and mindfulness with Christina Lincoln-Moore
  • Writing in mathematics: The power of mathematical explanations with Patrick Callahan

4:00 p.m. Departures

Submit the form to register for the event!

Note: this is a Hubspot form but, when this page is used, we will be using Gravity forms. I put in an HS form now since the CSS has not been added.

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The fine print

While we’ve made every effort to ensure that this invitation is consistent with the gift and ethics rules adopted by most jurisdictions, we recognize that many public officials are subject to rules that do not permit acceptance of this offer or require approval of other officials at your agency. If you do plan to attend our event, please ensure that acceptance of our invitation is fully compliant with your local rules regarding travel, lodging, and meals for events with vendors. Please let us know if we can provide any additional information to support your determination.

Welcome, reviewers, to Amplify California Language Arts!

Please select your program below. On each site, you will find detailed information about the program’s development, a comprehensive overview of reviewer materials, and instructions for digital access.

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Select the program you are reviewing:

Program 1:

Basic ELA (K–8)
Program 1

Program 2:

Basic ELA/ELD (K–8)
Program 2

Program 3:

Basic Biliteracy (K–6)
Program 3

Program 6.1:

Basic ELA TK
Program 6.1

Welcome, New York City Educators!

Welcome! This site contains supporting resources for the New York City Department of Education’s Amplify Science adoption for grades K–8.

What’s new?

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NYC Resources

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Getting Started

Login support, materials lists, program overviews, and more!

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Implementation Planning and Instruc…

NYC companion lessons, planning and implementation guides, and more!

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NYC Spotlight

Access monthly newsletters and nominate a fellow educator!

Professional Learning Resources

Professional learning resources to support New York City educators. Interested in attending training? Contact your instructional lead for next steps.

two girls working on science projects
Screenshot of the amplify science video collection webpage showing an interface with various educational program options and video categories.

PD Library

Learn more about Amplify Science through short, engaging video collections.

Screenshot of the amplify science program hub website showing resource sections like pd library, professional learning resources, and additional unit materials.

Program Hub

Features learning resources, training videos, and Hands-on Investigation Videos….

Amplify Science California supports you every step of the way on your journey to the California NGSS.

PD Recording

Access recordings of previous PD sessions for NYC.

Assessment Videos for Leaders

See overview of the new Amplify NYC Benchmarks here.

Archived PD Supports

Professional learning recordings

  • Click here to access the professional learning recordings and materials.
  • Would you like to purchase school based professional learning? Contact Michael Kasloff and Carly Kriss at mkasloff@amplify.com and ckriss@amplify.com.

Archived professional learning resources

Responsive Classroom Resources

Amplify Science supports creating a responsive classroom environment. Click below to explore resources to help aid your responsive launch.

Welcome, Florida educators!

Welcome to Amplify Desmos Math Florida! Below, you’ll find links to sample lessons and more information about our Amplify Desmos Math Florida program.

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Preview Lessons.

Check out the links below to explore our interactive sample lessons. 

Preview lessons

Register to learn more about Amplify Desmos Math Florida.

Join us as we sit down with math experts and educators to explore how to support both students and teachers in math classrooms across Florida. This free professional learning series is designed to deliver collaborative, effective, and engaging math practices, as well as free activities to use right away. 

Register now
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A structured approach to problem-based learning

Amplify Desmos Math combines and connects conceptual understanding, procedural fluency, and application. Lessons are designed with the Proficiency Progression™, a model that provides teachers with clear instructional moves to build from students’ prior knowledge to grade-level learning.

Student thinking is valuable and can be made evident.

We believe that math class is a place where teachers can elicit, celebrate, and build on their students’ interesting ideas. Those ideas fuel meaningful classroom conversations and drive the learning process.

Three students sit at a table in a classroom, smiling and looking at a laptop together, with notebooks and papers in front of them.
A laptop screen displays a math question with a scatter plot about staff and wait times; a worksheet with a similar graph is shown in the background.

Robust assessments that drive learning and inform instruction

A variety of performance data in Amplify Desmos Math Florida provides evidence of student learning, while helping students bolster their skills. With explicit guidance on what to look for and how to respond, teachers can effectively support students as they develop their understanding.

Reporting and insights

Teachers and administrators have visibility into what students know about grade-level math with a variety of data reports. By evaluating not only what students know about grade-level math but also providing insight into how they think, teachers can confidently plan whole-class instruction and targeted intervention.

A digital dashboard displays student names and their performance levels in a grid, with a score distribution summary for assessment items shown in an overlay—ideal for tracking progress within the core curriculum or Desmos Math programs.

Access to grade-level math for every student, every day

Amplify Desmos Math Florida provides teachers with lessons, strategies, and resources to eliminate barriers and increase access to grade-level-content without reducing the mathematical demand of tasks—all while supporting students in building strong number sense, fluency, and conceptual understanding.

Differentiation when and where it matters most

Teachers are provided with clear student actions to look for, matched with immediately usable suggestions for how to respond to student thinking. Each lesson also includes recommendations for resources to use with students to support, strengthen, and stretch their understanding of the lesson goal.

Boost Personalized Learning

Boost Personalized Learning activities in Amplify Desmos Math Florida target a skill or concept aligned to the day’s core lesson, with each student receiving personalized scaffolds based on what they already know. Designed to build fluency in mathematics, these activities adapt to each student’s unique needs and support skill-based growth.

Intervention Mini-Lessons aligned to core instruction

Amplify Desmos Math Florida Mini-Lessons are aligned to the most critical topics throughout a unit and provide targeted intervention for small groups of students who need additional support or more time.

A teacher sits at a table with two students, using small objects and a workbook to provide individualized instruction during a Boost Math lesson in a classroom with large windows.

Boost Math

Boost Math is a K–8 personalized learning and intervention program that provides Learning Pathways to ensure that every student succeeds. Our system supports all aspects of a strong Multi-Tiered System of Supports (MTSS) through learning progressions that connect foundational skills directly to core instruction.

Explore Boost Math

Contact us

Support is always available. Our team is dedicated to helping you every step of the way. Contact your dedicated Florida representative for program access, samples, and additional information.

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Jeff Rutter

Field Manager
jrutter@amplify.com

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Kamilah Simpson

Account Executive
ksimpson@amplify.com

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Thomas Gantt

District Manager
tgantt@amplify.com

K–5 personalized reading curriculum to accelerate literacy growth in your classroom

Boost Reading Texas helps K–5 educators meet the needs of every reader with personalized literacy instruction based in the Science of Teaching Reading. Our efficacy data, measured by DIBELS® 8th Edition, shows that Boost Reading helped 26% more students reach benchmark than those not using the program. This Amplify reading curriculum fits into any learning model and provides actionable growth insights along the way.

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Evidence-based personalized instruction

Boost Reading Texas is a student-led supplemental reading curriculum that provides additional time to support other students. It reinforces instruction across all tiers through true differentiation of skill development. It’s your digital assistant in literacy instruction—extending core instruction, addressing remediation needs, and constantly adapting activities to help every reader flourish.

“Your team has taken a weight off my shoulders and I am so grateful and can’t thank you enough! My biggest concern during this time was how can I keep pushing my readers at their level—and giving them what they need—and Boost Reading solved that.”

Jeanine

2nd-grade teacher, Chicago, IL

“My students love the program, and they don’t even realize they are learning some tough concepts. Their reading scores are improving even since the beginning of the year.”

Amber

Junior High ELA teacher, California

“This program is extremely engaging and interactive for each student. They begged to get on Boost Reading and they cried when it was time to log off! This program is a great addition to our curriculum.”

Brittany

2nd grade teacher, Utah

Our approach

Proven efficacy

Did you know that you can supercharge reading growth with Boost Reading Texas? Texas students using Boost Reading Texas are showing phenomenal growth…and we have the data to prove it!

Bar chart compares percentage growth above or well above average from BOY to MOY across grades K–5 between students who used and did not use Amplify Reading.
Three labeled graphics with Texas icons read: "Amplify ELAR TEXAS," "Boost Reading TEXAS," and "mCLASS TEXAS," each in black and orange text.

Instructional cohesion across all tiers

Amplify’s comprehensive early literacy suite—comprising Amplify ELAR Texas core instruction, mCLASSⓇ Texas assessment and intervention, and Boost Reading Texas personalized practice—provides seamless alignment and a strong Science of Teaching Reading foundation for a Multi-Tiered System of Supports within your classroom. For Amplify ELAR Texas students who start the year below benchmark reading levels, Boost Reading Texas increases the likelihood of meeting benchmark by 34% by end of year, compared to non-Boost Reading users.

Targeted, systematic reading practice for all

The highly adaptive technology creates individual skill maps for each student—whether they’re reading below, at, or above grade level—providing simultaneous remediation and advancement in different skill domains. The program is an effective component of your classroom’s remediation and intervention solutions, with explicit instruction for all students, including those with dyslexia or in special education classes.

A graphic showing the adaptivity of Boost Reading.
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Closing the gap for K–5 multilingual/English learners

Boost Reading Texas’ Spanish literacy partner, Boost Lectura Texas, supports multilingual/English learners (ML/ELs) learning to read in their native language. When used together, the two programs drive literacy growth in English and Spanish and provide teachers with side-by-side reporting on skills progression in both languages.

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Boost Reading efficacy study

Accelerating literacy growth

Download now

What’s included

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Next-generation technology

Boost Reading Texas is constantly adapting to tailor instruction and scaffold foundational skills for students, building proficiency one engaging activity at a time. Students will never get stuck in static practice activities.

Comprehensive skill coverage

The scope and sequence is based on the Science of Teaching Reading and includes explicit instruction in phonics, phonological awareness, comprehension, vocabulary, and all skills critical to fluent and confident reading.

Diagram illustrating the interplay between language comprehension and word recognition in reading, as seen in early literacy stages. It highlights pathways through knowledge, vocabulary, and sentence understanding, reflecting principles from the CKLA reading program.
Screenshot of a student performance dashboard featuring benchmark data, reading proficiency, assessment status, and a graph of decoding skills progress over time—ideal for tracking growth with a K–5 personalized reading curriculum.

Benchmark and growth assessments

Built-in benchmark assessments measure student proficiency at beginning-, middle-, and end-of-year, and Curioso Skill Scans measure monthly growth in students using the program without interrupting engagement.

Easy-to-use growth and proficiency reports

Embedded assessments give teachers actionable insights into students’ reading journeys. Visibility into performance gives teachers peace of mind that students are making meaningful progress in their literacy development.

Boost Reading Teacher Dashboard image shows reporting on student performance from many angles.
A dashboard displays usage data for Reading K–5 Reports, showing a line graph of active users per month under the "Admin Reports Demo District" header.

Administrator and caregiver reports

Administrators and caregivers are welcomed into the student reading journey with data on program usage, reading progress, and skill mastery.

Research-based activities to reinforce skills

Boost Reading Texas alerts educators to trouble spots students encounter in their skill development and offers additional K–5 literacy resources and lessons for teachers to address and fortify reading skills.

Digital interface of a supplemental reading curriculum displaying a student's "trouble spots" in learning, highlighting areas needing focus on "key ideas & details" with activities suggested.
Tech & Learning Awards of Excellence 2023 Back to School badge for Primary Education Winner.

Boost Reading is a proud winner of the Tech & Learning Awards of Excellence: Best for Back to School 2023.

Learn more

Explore more programs based on the Science of Teaching Reading.

Learn more about our related Texas programs at texas.amplify.com.

Inspiring the next generation of South Carolina scientists, engineers, and curious citizens

Amplify Science is an engaging new core curriculum designed for three-dimensional, phenomena-based learning.

Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.

Collage showing students engaged in classroom science activities and two scientific illustrations: a cheetah in foliage and a diagram of clouds and raindrops above a hill.

Our Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

DO
First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit, from building models of protein molecules to experimenting with electrical systems.

TALK
Student-to-student discourse and full class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.

READ
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation, and importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.

WRITE
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.

VISUALIZE
By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.

Explore the Digital Teacher’s Guide

When you’re ready to review, click the orange button below and use your provided login credentials to access the Amplify Science Digital Teacher’s Guide. If you need login credentials, contact Jeff Rutter, jrutter@amplify.com.

Review now

Resources to support your review

Scope and sequence

GRADE
UNIT
Kindergarten
  • Needs of Plants and Animals
  • Pushes and Pulls
  • Sunlight and Water
Grade 1 
  • Animal and Plant Defenses
  • Light and Sound
  • Spinning Earth
Grade 2 
  • Plant and Animal Relationships
  • Properties of Materials
  • Changing Landforms
Grade 3 
  • Balancing Forces
  • Inheritance and Traits
  • Environments and Survival
  • Weather and Climate
Grade 4 
  • Energy Conversions
  • Vision and Light
  • Earth’s Features
  • Waves, Energy, and Information
Grade 5 
  • Patterns of Earth and Sky
  • Modeling Matter
  • The Earth System
  • Ecosystem Restoration
Grade
Units

Grade 6
  • Launch: Microbiome
  • Metabolism
  • Metabolism Engineering Internship
  • Thermal Energy
  • Plate Motion
  • Plate Motion Engineering Internship
  • Rock Transformations
  • Weather Patterns
  • Ocean, Atmosphere, and Climate

Grade 7
  • Launch: Harnessing Human Energy
  • Phase Change
  • Phase Change Engineering Internship
  • Magnetic Fields
  • Earth’s Changing Climate
  • Earth’s Changing Climate Engineering Internship
  • Chemical Reactions
  • Populations and Resources
  • Matter and Energy in Ecosystems

Grade 8
  • Launch: Geology on Mars
  • Earth, Moon, and Sun
  • Light Waves
  • Force and Motion
  • Force and Motion Engineering Internship
  • Traits and Reproduction
  • Natural Selection
  • Natural Selection Engineering Internship
  • Evolutionary History

South Carolina College- and Career-Ready Science Standards 2021

Amplify Science was designed from the ground up to meet the Next Generation Science Standards (NGSS), and the South Carolina College- and Career-Ready Science Standards 2021 are closely aligned to the NGSS at K-8. The guidance below is meant to provide support for integrating additional companion activities that support full coverage of the South Carolina College- and Career-Ready Science Standards 2021.

Organized by grade level, each section below will outline:

  • Additional activities that support 100% alignment to the  South Carolina College- and Career-Ready Science Standards 2021; 
  • The standard being addressed with the activities; 
  • The recommended placement of the activities within a specific Amplify Science unit; and 
  • PDFs of any accompanying materials that are necessary to implement the activities.

Standard: MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Recommended placement: Thermal Energy unit, Lesson 4.4, addition to Activity 3
Materials: “Liquid Oxygen”
By reading the article “Liquid Oxygen,” which describes how the relationship between attraction and kinetic energy determines when a substance changes phase, students extend their understanding of the possible effects of adding or removing thermal energy to include changes in state (phase). Oxygen is one of the most common elements in the world, but most people are only familiar with oxygen in the gas phase. Because oxygen molecules are only weakly attracted to one another, condensing oxygen is difficult. This article introduces students to molecular attraction and discusses its role in phase change, including how it can be used to turn oxygen from a gas to a liquid.
Instructions:
Download PDFs of the “Liquid Oxygen” and distribute it to students. Before they begin reading, remind students of the Active Reading Guidelines. 

Standard: MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Recommended placement: Weather Patterns unit, Lesson 4.4, addition to Activity 3
Materials: “Harvesting Sunlight”, “Why No One in Space Can Hear You Scream” and “Making Waves at Swim Practice”
After investigating weather patterns, which includes a focus of the effects of energy from sunlight, students extend their learning about light by reading three articles about light and other waves.
“Harvesting Sunlight:” Students read this article to learn about the types of light from the sun that plants use for photosynthesis. The article describes how the sun emits all types of light, but plants can only use certain types of visible light for photosynthesis, mostly red and blue light. Plants also absorb other types of light, and these types of light affect plants in different ways. Students use this information to gather evidence that there are different types of light that can affect a material in different ways.
“Why No One in Space Can Hear You Scream:” Students read this article to learn about how waves are transmitted. Explosions that would be deafening on Earth are silent in space. This is because sound is produced by sound waves and, unlike light waves, sound waves need matter to travel through. Reading about this phenomenon helps students understand the similarities and differences between mechanical and electromagnetic waves.
“Making Waves at Swim Practice:” A practice for the school swim team provides an everyday context for discussing light waves and sound waves in this engaging article. First, the article explores sound waves traveling through different materials–the air, the water of the pool, and even a metal poolside bench. Students discover that sound waves travel at different speeds in different materials. The later part of the article discusses light waves, which also travel at different speeds in different materials. As light waves move from one material to another, they change speed and bend. This bending of light waves is called refraction, and it explains why objects that are partly in the water and partly out of the water (such as the legs of a person sitting on the side of a pool) appear ripply and bent.
Instructions:
Plan one class period for each article. Download PDFs of the  “Harvesting Sunlight,” “Why No One in Space Can Hear You Scream,” and “Making Waves at Swim Practice” articles. For each article, before students begin reading, preview the article and discuss what students already know and what they wonder about the topic, then remind students of the Active Reading Guidelines. 

Standard: MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 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.
Recommended placement: Harnessing Human Energy unit, Lesson 3.4, after Activity 1
Materials: “Earth’s Geomagnetism” and “Painting with Static Electricity”
After concluding their investigations of energy transfers and conversions, students read two articles that introduce the topic of forces that act at a distance.
“Earth’s Geomagnetism:” What makes a compass needle point north, no matter what? This article introduces students to Earth’s geomagnetic field and the field lines scientists use to show its direction.
“Painting with Static Electricity:” This article gives students the opportunity to learn about electrostatic fields and forces in the context of spray painting without making a mess. Electrostatic painting systems use electrostatics to draw spray paint toward the object being painted, and nowhere else. Painters charge the object they are painting with a negative charge and the paint with a positive charge. The opposite charges are attracted to one another, causing the paint to move toward the object. This surprising use of electrostatics saves time and paint and keeps things tidy!
Instructions
Plan one class period for each article. Download PDFs of the “Earth’s Geomagnetism” and “Painting with Electricity” articles. For each article, before students begin reading, preview the article and discuss what students already know and what they wonder about the topic, then remind students of the Active Reading Guidelines. 

What’s included

Science articles
The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.

Illustration of the indirect effects of overfishing on northern benguela jelly populations displayed on a laptop screen.

Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks provide space for students to:

  • Record data
  • Reflect on ideas from texts and investigations
  • Construct explanations and arguments

Available with full-color article compilations for middle school units.

Collection of educational books from 'amplify science' on topics including ocean atmosphere, matter and energy ecosystems, and insect interactions, displayed in various angles.

Digital student experience
Students access the digital simulations and modeling tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:

  • Conduct hands-on investigations
  • Engage in active reading and writing activities
  • Participate in discussions
  • Record observations
  • Craft end-of-unit scientific arguments
A digital illustration showcasing a laptop and a tablet displaying complex data analysis software interfaces with graphs and heatmaps.

Teacher’s Guides
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:

  • Classroom Slides
  • Detailed lesson plans
  • Unit and chapter overview documentation
  • Differentiation strategies
  • Standards alignments
  • In-context professional development
A laptop displaying a website about Mars exploration with a brochure next to it. Both screens show Mars-related images.

Hands-on materials kits
Hands-on learning is at the heart of Amplify Science. Each unit kit contains:

  • Consumable and non-consumable hands-on materials
  • Print classroom display materials
  • Premium print materials for student use (sorting cards, maps, etc.)
A perforated rectangular board, three small containers with different powders, a black battery holder with red wires, and three colored alligator clips are arranged on a white background.

Remote and hybrid learning supports

A person sitting at a desk using a laptop, with a bookshelf containing books, a fish tank, and a soccer ball nearby.

Amplify has launched a new remote learning solution called Amplify Science@Home. Intended to make extended remote learning and hybrid learning easier, Amplify Science@Home includes two useful options for continuing instruction: @Home Videos and @Home Units. 

Amplify Science @Home Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home. These videos will be produced for all K–5 units, and for the first four units of each 6–8 grade level. Their release will be rolling, beginning in August.   

Amplify Science@Home Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @Home Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. @Home Units will be developed for all Amplify Science K–8 units. Each @Home unit includes:

  • Teacher overviews explaining how to use the materials, including suggestions for enhancing the @Home Units if synchronous learning or in-class time with students is available.
  • Overviews to send home to families.

Student materials are available in two formats:

  • @Home Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home.
  • Downloadable @Home Packets (PDF) for students without access to technology at home.

Download the Remote and hybrid learning guide.

Looking for help?

Powerful (and free!) pedagogical support

Amplify provides a unique kind of support you won’t find from other publishers. We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:

  • Guidance for developing lesson plans and intervention plans
  • Information on where to locate standards and other planning materials
  • Recommendations and tips for day-to-day teaching with Amplify programs
  • Support with administering and interpreting assessment data and more

To reach our pedagogical team, use our live chat within your program, call (800) 823-1969, or email edsupport@amplify.com

Timely technical and program support

Our technical and program support is included and available from 7 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.

For your most urgent questions:

  • Use our live chat within your program
  • Call our toll-free number: (800) 823-1969

For less urgent questions:

Email support

Contact us

Contact your South Carolina team representatives:
Jeff Rutter
Field Manager
jrutter@amplify.com
(727) 512-8440

Cathy McMillan
Senior Account Executive
cmcmillan@amplify.com
(904) 465-9904

Welcome to Amplify Science!

This site contains supporting resources designed for the San Diego Unified School District Amplify Science adoption for grades 6–8.

Click the button below to preview the digital Teacher’s Guide, and check back for exciting updates to this site!

Teacher’s Guide
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Program introduction

Onboarding: What to expect

Welcome to Amplify Science! To help you prepare for what’s coming next, we created the following visual that outlines the steps of the onboarding process. 

Icons representing educational preparation tasks: reviewing a checklist, attending a workshop, logging into a guide, exploring curriculum, and rechecking tools for grades 6-8.

Learn more about the program

Click the buttons below to explore the Amplify Science California Program Guide. You can access the full digital Teacher’s Guide from the Program Guide to explore the program.

Onboarding videos

To start using Amplify Science quickly in your classroom, check out the following onboarding videos. They cover what you need to know to get started fast, from unpacking materials to logging in and navigating the digital Teacher’s Guide.

Unpacking your first hands-on materials kit

The following videos give you a quick look into our Amplify Science classroom kits. For each grade level, you’ll find a video of the first unit in the Scope and Sequence, and we’ll show you how to unpack kits for all units.

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NGSS Benchmark Assessments

Amplify’s Next Generation Science Standards (NGSS) Benchmark Assessments give you insight into how your students are progressing toward mastery of the three dimensions and performance expectations of the NGSS ahead of high-stakes end-of-year assessments. Developed by Amplify, the NGSS Benchmark Assessments are given three or four times per year, depending on the grade level, and are delivered after specific units in the recommended Amplify Science Scope and Sequence. Amplify’s NGSS Benchmark Assessments can be accessed through Illuminate.

Learn more

Looking for help?

Our chat agents are standing by to assist you!
Simply log in at learning.amplify.com and click the orange button in the bottom right corner to chat live with our support team.

Important to Note
Our support hours are Monday through Friday, 4 a.m. to 4 p.m. PT. Please check our status page if you are experiencing issues.

Don’t have a login yet?
Email us: help@amplify.com
Call us: +1 (800) 823-1969

A laptop screen displaying the AmplifyELA program with sections for different grade levels and core units, featuring colorful icons and a menu on the left side.

Monthly customer newsletters

Each month our newsletter features the information you need to know about upcoming events, tips for the classroom, educator spotlights, and more. If you missed something from a previous newsletter, you can access all previous newsletters through the following website, where you can view and search by program and also nominate a fellow educator—or yourself!—for a spotlight in a future newsletter.

Welcome to Amplify Science!

This site contains supporting resources designed for LAUSD Amplify Science for grades TK–8. Check back for exciting updates!

Sync Grades to Schoology – Amplify Classwork

Navigate to the Amplify Science Program Hub (video walk-through)

Share the The Caregiver Hub (Eng/Span)

ES Science Teachers

MS (6-8) Unpacking the Unit Videos

Upcoming Amplify Science PDs:

  • ES (K-5) – Refer to MyPLN: (Search Amplify 24)
  • MS (6-8) – Refer to MyPLN
  • Click here to go back to the LAUSD homepage.
A woman in glasses examining a glass of water, surrounded by illustrations of scientific icons like satellites, a rocket, a telescope, moons, and clouds on an abstract orange and black background.

Program Introduction

Learn more about Amplify Science

Click the buttons below to explore the Amplify Science California Program Guide. You can access the full digital Teacher’s Guide from the Program Guide to explore the program.

Transitional Kindergarten
Grades K–8 (Integrated)
Grades 6–8 (Discipline specific)

2024-2025 Session Materials

Unit 2 Deep Dives:

November 2nd Elementary Onsite:

Unit 3 Deep Dives (G 3-5)

January 25th Elementary Onsite

Unit 3 Deep Dives (GK-2)

March 15th Elementary Onsite

Supplemental Materials

2026-2027 LAUSD Planning Calendars

Middle School Curriculum Maps

Misc. Planning Resources

Lesson Prep Videos

Unit 1

Grade 3 Lesson Prep Videos can be found in the Resources section in the Amplify Science- Elementary group in Schoology. Access code: W4PK-W466-63F5B

Grade 4 Lesson Prep Videos can be found in the Resources section in the Amplify Science- Elementary group in Schoology. Access code: W4PK-W466-63F5B

Grade 5 Lesson Prep Videos can be found in the Resources section in the Amplify Science- Elementary group in Schoology. Access code: W4PK-W466-63F5B

New Teachers – Start Here

To start using Amplify Science quickly in your classroom, check out the following onboarding videos. They cover what you need to know to get started fast, from unpacking materials to logging in and navigating the digital Teacher’s Guide.

The following videos give you a quick look into our Amplify Science classroom kits. For each grade level, we have a video for the first unit in the scope and sequence, and we show you how to unpack the kits for all the units.

Looking for help?

Technical, program and pedagogical support

Our technical, program and pedagogical support is available from 7 a.m. to 7 p.m. ET, Monday through Friday.

For your most urgent questions (immediate help during the school day):

  • Use our live chat within your program
  • Call (800) 823-1969
  • Email help@amplify.com

We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:

  • Guidance for developing lesson plans and intervention plans
  • Information on where to locate standards and other planning materials
  • Recommendations and tips for day-to-day teaching with Amplify programs
  • Support with administering and interpreting assessment data and more

To reach our pedagogical team:

Welcome, Amplify Science families!

We’re excited to welcome you and your student to the Amplify Science program for the new school year, and to provide your student with exceptional learning opportunities through our program. We’ve assembled the following resources and guides to help you support your student and enable them to have the most productive experience with our platform throughout the year.

Para la versión en español, haga clic aquí.

Illustration of a turtle on a laptop screen, a flowchart diagram in a pop-up window, an amplify science theme, and an EdReports 2023 review badge.

What is Amplify Science?

A collage of six illustrations: a snowboarder, abstract clouds, magnetic fields, melting popsicles, a stargazer with telescope, and a polar bear on ice under an orange sun.

Amplify Science is an engaging curriculum for grades K–8 designed by experts at UC Berkeley’s Lawrence Hall of Science. As you look through the program, you may notice that it looks different from any science curriculum you’ve seen before. That’s because, in recent years, science teaching has moved away from fact-based lessons, such as those that require memorization, and toward deep learning, where students actively investigate and figure out real-world problems. This shift in science teaching and learning is reflected in new national science standards (the Next Generation Science Standards) and in—you guessed it—Amplify Science.

Getting started

While Amplify Science lessons are designed to be completed in the classroom with peers, there are some activities that students can work on at home with your support. Prior to beginning that work, we recommend reviewing this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Materials overview

Amplify Science integrates the latest best practices in science teaching and learning. Students will have numerous opportunities to use hands-on materials, engage with readings, develop evidence-based scientific written arguments, and explore digital applications.

Watch this video for a brief overview of the Amplify Science approach and program structure.

A powerful partnership

Amplify Science is the result of a collaboration between Amplify and the science education experts at UC Berkeley’s Lawrence Hall of Science. The team of science, math, engineering, and literacy experts at the Lawrence developed the content of the program, while Amplify’s team of designers and engineers developed the tools and components that bring the lessons to life for students.

Click here for more information on the Lawrence.

Explore grade-level resources

Elementary school (K–5) Middle school (6–8)

Contact us

We’re here to help you!

Have a question about Amplify Science? Visit our help library to search for articles with answers to your program questions. For additional curriculum support, contact your student’s teacher.

Welcome back to Amplify Science!

On this page, you’ll find helpful resources, for returning educators, to support you and your students to ensure you have a successful year with Amplify. Let’s dig in.

A woman in glasses examining a glass of water, surrounded by illustrations of scientific icons like satellites, a rocket, a telescope, moons, and clouds on an abstract orange and black background.

Professional learning resources

Amplify Science K-5

When you’re ready to log in to learning.amplify.com and get started, begin by watching the navigation video for grades K–5 to familiarize you with the digital organization of materials. Visit the PD Library to learn how to find everything you need to teach with this video about navigating Amplify Science. Note: login required!

Amplify Science 6-8

When you are ready to log in to learning.amplify.com and get started, begin by watching the navigation video for grades 6–8 to familiarize yourself with the digital organization of materials. Visit the PD Library to learn how to find everything you need to teach with this video about navigating Amplify Science. Note: login required!

Program Hub

Access self-study professional resources on our Amplify Science program hub (log-in required). Here you will find resources and videos on:

  • Remote learning resources
  • Training videos
  • Hands-on Investigation Videos

Professional Development Library

The Professional Development Library is a space for educators to learn more about Amplify Science through short, engaging video collections. The PD Library can be located on the Program & Apps menu when logged into the program. Watch the training videos based on your grade band to learn more about pacing, planning, and teaching Science!

Level up learning webinars

Level up your Amplify Science experience with our We Are Scientists webinars! We showcased expert classroom teaching strategies and offered educator tips and tricks on how to get creative with learning with your students.

Admin tools

Elementary school resources (grades K–5)

For a refresher on navigating and locating resources in the digital Teacher’s Guide, access the page for new users for mini on-boarding videos.

What’s new for 2024-25?
Amplify Science is launching exciting new and updated features for the upcoming school year. Click here to check out improvements designed to save you time, extend your reach, and support your efforts to deliver the rigorous and riveting learning experiences your students deserve.

Have a question? Here is where you can look to find the answer..

Planning guides
Planning guides for grades K–5 walk you through strategies for planning for a unit, including which resources to locate in either the print or digital Teacher’s Guide to most effectively plan:

Additional resources
If you’re interested in learning more about each unit’s anchor phenomena, the Student Books in each unit, and more program features, download the resources below:

Middle school resources (grades 6–8)

For a refresher on navigating and locating resources in the digital Teacher’s Guide, access the page for new users for mini on-boarding videos.

What’s new for 2024-25?
Amplify Science is launching exciting new and updated features for the upcoming school year. Click here to check out improvements designed to save you time, extend your reach, and support your efforts to deliver the rigorous and riveting learning experiences your students deserve.

Have a question? Here is where you can look to find the answer…

Planning guide
Our planning guide walks you through strategies for planning for a unit, including which resources to locate in either the print or digital Teacher’s Guide to most effectively plan. Click here to download.

Additional resources
If you’re interested in learning more about each unit’s anchor phenomena, the Student Books in each unit, and more program features, download the resources below:

Ready to dig a little deeper?

Revisiting coherence flowcharts

Take another look (or look for the first time) at the coherence flowcharts for your unit (found in the printable resources section of the unit guide).

Sample Coherence Flowchart: First Grade: Plant and Animal Defenses

Sample Coherence Flowchart: Fourth Grade: Energy Conversions

Sample Coherence Flowchart: Seventh Grade: Plate Motion

Enhance your discourse routines 

Productive Discourse Routines

Discourse Routines in K-5

Using Phenomena in NGSS

Looking for help?

Timely technical, program, and pedagogical support
Our technical and program support is included and available from 8 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day. As a part our support, Amplify also has an Educational Support Team of former teachers and administrators who provide instructional support for every Amplify curriculum, assessment, and intervention program.

For your most urgent questions:

  • Use our live chat within your program
  • Call our toll-free number: 1 888 850 0945

For less urgent questions:

Reach out to our support team at: help@amplify.com

Email support

Inspiring the next generation of Oklahoma scientists, engineers, and curious citizens

Amplify Science is an engaging K–8 core curriculum designed for three-dimensional and phenomena-based learning.

View the Tulsa Selection Rubric with evidence from Amplify Science.

Collage showing students engaged in classroom science activities and two scientific illustrations: a cheetah in foliage and a diagram of clouds and raindrops above a hill.

21st Century Science for Oklahoma

Click your grade-level for a one-stop review resource:

Cover of "amplify science instructor" book featuring two children conducting a water experiment, with a butterfly graphic and green design elements.

Grade K

Cover of a science book titled 'instructional start here' featuring two children engaging in a science experiment with beakers and liquid.

Grade 1

Cover of a grade 2 science instructional sampler titled "amplify science," featuring two children conducting experiments with water and beakers.

Grade 2

A teacher and four students engage with educational materials at a table, with the text "instructional start here" for grade 3 science.

Grade 3

Cover of a grade 4 "amplify science" textbook showing a female teacher and four students engaged in a science experiment at a table.

Grade 4

A female teacher and four students, engaged in a science project, surround a table with books and papers in a classroom setting.

Grade 5

Cover of a grade 6 science instructional sampler displaying two students engaged in study with educational materials on a table.

Grade 6

Teacher and student working together on a science project in a classroom, with the text "amplify science grade 7" at the top.

Grade 7

Two students engaged in a science experiment with a textbook, microscope, and laptop on their desk, under the heading "instructional.

Grade 8

Topic-specific resources to support your review

Oklahoma Academic Standards for Science coverage

Amplify Science was designed from the ground up to meet the Next Generation Science Standards (NGSS), and the Oklahoma Academic Standards for Science (OASS) are closely aligned to the NGSS at K–8. The guidance below is meant to provide support for integrating additional activities that support full coverage of the OASS. You can view the full K–8 OASS correlation here.

Organized by grade level, each section below will outline:

  • additional activities that support 100% alignment to the Oklahoma Academic Standards for Science; 
  • the standard being addressed with the activities; 
  • the recommended placement of the activities within a specific Amplify Science unit; and 
  • PDFs of any accompanying materials that are necessary to implement the activities. 

Standard: 1.ESS3.1: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Recommended placement: Animal and Plant Defenses unit, Chapter 1

Materials: The Student Book Investigating Monarchs from the unit Needs of Plants and Animals

Investigating Monarchs emphasizes the needs of monarch caterpillars and butterflies and shows what happens when these animals are not able to meet their needs. The book first introduces the life cycle of monarchs, explaining that monarch caterpillars must eat milkweed to survive and change into butterflies. Their summer habitat must have milkweed. The butterflies then migrate a long distance, from the United States to a forest in the mountains of Mexico, where they take shelter in the trees. Their winter habitat must have trees. Scientists discovered that the monarch population in Mexico was greatly reduced because people were cutting down the trees. The forest was then protected, but the monarch population did not recover as expected. Scientists in the United States found evidence that this was because fields with milkweed are being replaced by farms and buildings. This book could be read with the class either before or after Chapter 1 of the Animal and Plant Defenses unit, which focuses on what plants and animals need to do to survive. Students could be asked to reflect on what the monarchs need to survive (including food and shelter), and how human activities impacted the monarchs’ ability to meet those needs. After reading the book, students could brainstorm ideas for how to reduce the impact of humans on the local environment.

Standard: MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Recommended placement: Metabolism unit, Lesson 3.3, addition to Activity 5 

Materials: “What Eyes Can See” science article

As students investigate metabolism and the body systems, the article “What Eyes Can See” should be assigned to deepen their understanding of information processing and sense receptors and connect that understanding to the emerging idea of the interaction of waves with various materials. The article explores how the only thing we can really see is light. Light travels from a light source to the eye, passing through some materials and bouncing off others. Tiny organs inside the eye called rods and cones absorb energy from light, making vision possible. These interactions between light and materials determine our visible world. 

Instructions:

Download the PDF “What Eyes Can See” above and remind students of the Active Reading Guidelines. Before students read the article, invite them to share prior experiences. For example, “Have you ever had an experience where something looked different in one kind of light than in another kind of light? Or where something seemed to appear or disappear when the light changed?”

Standard: MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

Recommended placement: Harnessing Human Energy unit, Lesson 1.4, after Activity 4 

Materials: Force and Motion Simulation; Activity instructions and copymasters

In this activity, students use the Force and Motion Simulation to investigate the relationship between kinetic energy, mass, and velocity. 

Instructions

Download the PDF linked above for the Lesson Guide and copymasters needed for the activity. Note that this investigation is typically implemented during the Force and Motion unit. This means the Lesson Guide will contain some incongruous labeling (e.g., unit name), as well as instructions that are out of context and unnecessary for the purposes of addressing this standard at grade 7. We suggest skipping to step 4 of the Instructional Guide to avoid some of this. Your students will get additional exposure to this activity, and indeed the standard as a whole, when they get to the Force and Motion unit in grade 8.

Standards:

  • MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
  • 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.

Recommended placement: Force and Motion unit, after Lesson 1.5 

Materials: Flextension PDF

This hands-on activity builds on and reinforces students’ understanding of forces that act at a distance, with a focus on electrostatic force. Students explore electrostatic forces, prompted by a set of challenges that they try to accomplish. Next, students generate scientific questions based on their observations. Electrostatic force is less predictable and consistent than magnetic force, and investigating it can be both challenging and intriguing. The purpose of this lesson is for students to gain firsthand experience with electrostatic force and to gain experience generating scientific questions based on observations. You might choose to include this Flextension if you would like your students to have more exposure to electrostatic force, and if you would like to challenge your students to explore and ask questions about a challenging type of force. 

Instructions:

Download the PDF linked above for a detailed Lesson Guide and the copymasters associated with the activity. Note that this activity is typically implemented as an add-on Flextension during the Magnetic Fields unit. This means that you will see some information that is out of context (e.g., placement information, unit title), but the activity itself also works for the purposes of the Force and Motion unit. If you have any questions, please reach out to our support team via the chat icon in your account or help@amplify.com. 

What comes with the program?

Flexible resources that work seamlessly together

Science articles
The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.

Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks provide space for students to:

  • record data
  • reflect on ideas from texts and investigations
  • construct explanations and arguments

Available with full-color article compilations for middle school units.

Collection of educational books from 'amplify science' on topics including ocean atmosphere, matter and energy ecosystems, and insect interactions, displayed in various angles.

Digital student experience
Students access the digital simulations and modeling tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:

  • conduct hands-on investigations
  • engage in active reading and writing activities
  • participate in discussions
  • record observations
  • craft end-of-unit scientific arguments
A digital illustration showcasing a laptop and a tablet displaying complex data analysis software interfaces with graphs and heatmaps.

Teacher’s Guides
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:

  • Classroom Slides
  • detailed lesson plans
  • unit and chapter overview documentation
  • differentiation strategies
  • standards alignments
  • in-context professional development
A laptop displaying the Geology on Mars webpage sits beside a book titled "Geology on Mars," both featuring the same cover image of Mars and a spacecraft, perfect for enhancing three-dimensional learning in any science classroom.

Hands-on materials kits
Hands-on learning is at the heart of Amplify Science. Each unit kit contains:

  • consumable and non-consumable hands-on materials
  • print classroom display materials
  • premium print materials for student use (sorting cards, maps, etc.)
A perforated rectangular board, three small containers with different powders, a black battery holder with red wires, and three colored alligator clips are arranged on a white background.

Scope and sequence

Grade Units

Kindergarten
  • Needs of Plants and Animals
  • Pushes and Pulls
  • Sunlight and Water

Grade 1
  • Animal and Plant Defenses
  • Light and Sound
  • Spinning Earth

Grade 2
  • Plant and Animal Relationships
  • Properties of Materials
  • Changing Landforms

Grade 3
  • Balancing Forces
  • Inheritance and Traits
  • Environments and Survival
  • Weather and Climate

Grade 4
  • Energy Conversions
  • Vision and Light
  • Earth’s Features
  • Waves, Energy, and Information

Grade 5
  • Patterns of Earth and Sky
  • Modeling Matter
  • The Earth System
  • Ecosystem Restoration
Grade Units

Grade 6
  • Launch: Microbiome
  • Metabolism
  • Plate Motion
  • Plate Motion Engineering Internship
  • Rock Transformations
  • Ocean, Atmosphere, and Climate
  • Weather Patterns
  • Thermal Energy
  • Phase Change

Grade 7
  • Launch: Harnessing Human Energy
  • Chemical Reactions
  • Populations and Resources
  • Matter Energy and Ecosystems
  • Earth’s Changing Climate
  • Earth’s Changing Climate Engineering Internship
  • Magnetic Fields

Grade 8
  • Launch: Geology on Mars
  • Force and Motion
  • Force and Motion Engineering Internship
  • Light Waves
  • Earth, Moon, and Sun
  • Traits and Reproduction
  • Natural Selection
  • Evolutionary History

Spanish resources

All Spanish materials have parity with their English counterparts and are of the highest quality. The Amplify Science curriculum was not only based on the latest research and approaches to teaching and learning, but was extensively field tested throughout the country prior to release.  The same rigor in terms of scientific accuracy, rich content and language, and literacy development was used in the creation of the Amplify Science Spanish materials. Furthermore, the Spanish instructional materials were carefully translated using academic Spanish, paying particular attention to consistency and the use of grade-level appropriate language in order to support language development.

In Amplify Science, each unit’s glossary contains all content-area vocabulary words in Spanish, French, Portuguese, Russian, Mandarin, Vietnamese, Haitian-Creole, Tagalog, Arabic, and Urdu. In addition, Spanish materials that are available in three useful formats:

  • First, the Teacher Spanish license gives teachers access to a button that enables them to toggle back and forth between seeing Spanish and English in their Amplify Science accounts. When in Spanish mode, teachers can:
    • Download PDFs of all classroom wall materials, copymasters, assessments, and more 
    • Use Spanish projections in class 
    • See all model teacher talk in Spanish
    • Access digital versions of the student books and articles in Spanish 
  • Second, Spanish Print Kits provide hard-copy, translated versions of all student-facing materials such as student books, copymasters, print materials, assessments, and notebooks.
  •  Last, Student Spanish Licenses are available. These allow students to access Spanish versions of all student resources including lesson instructions, science articles, vocabulary, assessments, and simulations. Audio in videos, as well as in the read aloud functionality of articles and assessments, is also translated. When their students have the Spanish licenses, teachers can assign students to a particular language, or they can choose to give students the ability to toggle between English and Spanish as needed. 

Family and caregiver resources

Learn more about how Amplify Science supports families and caregivers by visiting our Hubs:

English

Spanish

Remote and hybrid learning support

Amplify has launched a new remote learning solution called Amplify Science@Home. Intended to make extended remote learning and hybrid learning easier, Amplify Science@Home includes two useful options for continuing instruction: @Home Videos and @Home Units. 

Amplify Science @Home Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home. These videos will be produced for all K–5 units, and for the first four units of each 6–8 grade level. Their release will be rolling, beginning in August.   

Amplify Science@Home Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @Home Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. @Home Units will be developed for all Amplify Science K–8 units. Each @Home unit includes:

  • Teacher overviews explaining how to use the materials, including suggestions for enhancing the @Home Units if synchronous learning or in-class time with students is available.
  • Overviews to send home to families.

Student materials are available in two formats:

  • @Home Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home.
  • Downloadable @Home Packets (PDF) for students without access to technology at home.

Download the Remote and hybrid learning guide.

Explore the full curriculum

When you’re ready to review, click the orange button below and use the following login credentials to access the Amplify Science Digital Teacher’s Guide.

Username: t.okscience@tryamplify.net
Password: Amplify1okscience

Review now

To help familiarize yourself with navigating the digital Teacher’s Guide, watch our navigational guide videos:

Grades K–5:

Grades 6–8:

Looking for help?

Powerful (and free!) pedagogical support

Amplify provides a unique kind of support you won’t find from other publishers. We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:

  • Guidance for developing lesson plans and intervention plans
  • Information on where to locate standards and other planning materials
  • Recommendations and tips for day-to-day teaching with Amplify programs
  • Support with administering and interpreting assessment data and more

To reach our pedagogical team, use our live chat within your program, call (800) 823-1969, or email edsupport@amplify.com

Timely technical and program support

Our technical and program support is included and available from 7 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.

For your most urgent questions:

  • Use our live chat within your program
  • Call our toll-free number: (800) 823-1969

For less urgent questions:

Email support

Contact us

Contact your Tulsa representative:
Meghan Ramsey
Strategic Accounts Specialist
mramsey@amplify.com
(940) 595-1601

Inspiring the next generation of St. Tammany scientists, engineers, and curious citizens

To view this protected page, enter the password below:



Welcome, New York City Educators!

Welcome! This site contains supporting resources for the New York City Public Schools Amplify Science implementation for grades K–8.

Resources for Getting Started

Click here for support for getting started with Amplify Science for New York City — including login support, materials lists, program overviews and more!

What’s new?

A person wearing safety goggles examines a glass of water. The background includes illustrations of space exploration, a rocket, a polar bear, and weather symbols such as clouds and raindrops.

NYC Resources

Two young girls, smiling and looking at a tablet together in a colorful classroom, engaged in an online reading program.

Getting Started

Login support, materials lists, program overviews, and more!

Teacher looking at tablet with student

Implementation Planning and Instruc…

NYC companion lessons, planning and implementation guides, and more!

A teacher assisting elementary students with their schoolwork in a classroom.

Monthly Round Up

Access monthly updates to Amplify Science and timely resources!

Professional Learning Resources

Professional learning resources to support New York City educators. Interested in attending training? Contact your instructional lead for next steps.

two girls working on science projects
Screenshot of the amplify science video collection webpage showing an interface with various educational program options and video categories.

PD Library

Learn more about Amplify Science through short, engaging video collections.

Screenshot of the amplify science program hub website showing resource sections like pd library, professional learning resources, and additional unit materials.

Program Hub

Features learning resources, training videos, and Hands-on Investigation Videos….

Amplify Science California supports you every step of the way on your journey to the California NGSS.

PD Recording

Access recordings of previous PD sessions for NYC.

Assessment Videos for Leaders

See overview of the new Amplify NYC Benchmarks here.

Archived PD Supports

Professional learning recordings

  • Click here to access the professional learning recordings and materials.
  • Would you like to purchase school based professional learning? Contact Michael Kasloff and Carly Kriss at mkasloff@amplify.com and ckriss@amplify.com.

Archived professional learning resources

Responsive Classroom Resources

Amplify Science supports creating a responsive classroom environment. Click below to explore resources to help aid your responsive launch.

A colorful collage featuring a globe, running sheep, ladybug, butterfly, and a princess against a grassy and book-themed background.

Amplify CKLA 3rd Edition Pilot Packs

Beginning-of-year pilot

We know it can be overwhelming to start a new curriculum, but we’re here to help every step of the way! Within this site, you’ll find resources to help you get started before your implementation training, including a materials checklist, unit and domain summaries, support videos, and more. These tools will support your core literacy instruction with Amplify CKLA during your pilot period. We hope this site is helpful in getting you started.

Beginning-of-year pilot
Get started

To get started with your new pilot of Amplify CKLA 3rd Edition, you’ll first want to review the following:

You may also find the resources below helpful as you begin your pilot:

Access key materials designed to support your review of Amplify CKLA 3rd Edition.

Amplify CKLA’s all-in-one digital platform offers essential tools that streamline instruction for teachers and engage students with meaningful content. Teachers can plan and deliver lessons efficiently, while students can access assignments, assessments, and fun practice games.

Presentation Screens
Deliver interactive lessons with ready-made, customizable slides for every lesson.

Auto-scored digital assessments
Assess vocabulary, comprehension, and knowledge development at the end of each K–2 Knowledge and 3–5 Integrated Unit.

Standards-based reports
Identify strengths and growth areas for individuals or your entire class. Interactive dashboards offer detailed results from assessments and activities.

Skill-building practice games
Engage students with interactive games that reinforce concepts and make learning fun. Powered by Boost Reading™, these games align with lessons and provide real-time feedback.

eReader
Students access texts, take notes, and use audio-enabled eReaders to enhance their reading experience.

Sound Library
Students watch articulation videos and listen to songs for each sound to support phonological awareness.

Two computer screens display educational assessment interfaces, with reports and questions on charting world geography and sentence usage.
Three book covers: "Stories" with animals, "Poetry" with butterflies, and "Knights" with a knight on horseback, linked by colorful lines and shapes.

Beginning-of-year Pilot Pack materials

Below are the components of your Amplify CKLA Pilot Pack, organized by grade level and teacher/student materials. Please click on your grade level to review the teacher and student materials listed and verify that all items have been received.

Amplify CKLA Kindergarten Skills 1 Teacher Guide cover with a large number 1, a cat, insects, a hat, a table, and speech sound symbols on a pink background.

Teacher materials

Skills Unit 1 Teacher Guide
Book cover titled "Skills 2 Teacher Guide" with a large white number 2. Includes illustrations of a cat, insects, a hat, and phonetic symbols. Red background with "Amplify CKLA" label.

Teacher materials

Skills Unit 2 Teacher Guide
Cover of "Skills 3" Teacher Guide by Amplify CKLA for Kindergarten featuring large number 3, phonetic symbols, a cat, insects, and a bowl on a pink background.

Teacher materials

Skills Unit 3 Teacher Guide
Cover of "Skills 4" teacher guide with a large number 4, cat, insects, and speech sound symbols on a pink background. Top left shows "Amplify CKLA" and "Grade K.

Teacher materials

Skills Unit 4 Teacher Guide
Cover of "Amplify CKLA Skills 5 Teacher Guide." Features a large number 5, a cat, a hat, a stand, insects, and speech balloons with phonetic symbols on a pink background.

Teacher materials

Skills Unit 5 Teacher Guide
Illustration of three characters standing by a white fence. A man and two dressed animals observe chickens and chicks in the foreground, with a barn and tree in the background.

Teacher materials

Skills Unit 4 Big Book
Illustrated book cover titled "Ox and Man" shows an ox and three children running through a colorful landscape with hills and trees under a blue sky with clouds.

Teacher materials

Skills Unit 5 Big Book
Red educational card cover with "Small Letter Cards" for Grade K. Features illustrations of a cat, insects, table with an apple, and a hat. Speech bubbles showing phonetic sounds.

Teacher materials

Small Letter Card Set
Red cover with illustrations of a cat, insects, fruit bowl, and hat. Label reads "Skills Large Letter Cards" for Grade K. Various phonetic symbols and patterns are scattered around.

Teacher materials

Large Letter Card Set
Red educational poster with phonetic symbols. Includes illustrations of a cat, a table with an apple, and insects. Labeled "Amplify CKLA" and "Grade K" with "Skills Sound Posters" at the bottom.

Teacher materials

Sound Posters Sample
Cover of Amplify CKLA Grade K Skills Sound Cards with a bowl, cat, hat, and insects on a pink background. ISBN and barcode displayed.

Teacher materials

Sound Cards Sample
Cover of a book titled "Assessment Guide: Check-Point Assessments" with images of a cat, dragonfly, bugs, and a hat on a red background.

Teacher materials

Skills Assessment Guide (Black Line Master)
Book cover for "Star Light, Star Bright: Nursery Rhymes and Fables, Teacher Guide." Features illustrations of animals, a house, and a garden. Amplify CKLA logo is visible.

Teacher materials

Knowledge 1 Teacher Guide
Children and adults engaging in various outdoor activities, such as playing instruments and picnicking, in a park; cover of "See, Hear, Smell, Taste, Touch: The Five Senses" teacher guide.

Teacher materials

Knowledge 2 Teacher Guide
Children's book cover depicting a boy playing a violin outdoors with animals and trees, titled "Underdogs and Heroes: Stories.

Teacher materials

Knowledge 3 Teacher Guide
Book cover depicting a child sitting in a garden with trees and plants, picking flowers. The title reads "See How They Grow: Plants.

Teacher materials

Knowledge 4 Teacher Guide
A whimsical book cover featuring a countryside cottage with a red door and vibrant garden. Illustrations of Mother Goose, a tortoise, a hare, and clouds are scattered around. Title: "Nursery Rhymes and Fables.

Teacher materials

Knowledge 1 Image Cards
A diverse group of people enjoying a park, with children playing, a person playing guitar, others cooking on a barbecue, and a person petting a dog. A small ice cream stand is nearby.

Teacher materials

Knowledge 2 Image Cards
Illustration of a child playing a violin in a forest clearing, surrounded by animals including chickens, a sheep, and a bear. A large pink boot-shaped house is in the background.

Teacher materials

Knowledge 3 Image Cards
Children's book cover: a child in a hat tends a garden with trees, flowers, and a squirrel. Text reads "See How They Grow: Plants" for Grade K.

Teacher materials

Knowledge 4 Image Cards
A screenshot of a cell phone.

Student materials

Skills 1–5 Activity Book Sample
Red educational cover with illustrations of a cat, insects, a hat, and phonetic symbols. Text reads: "Amplify CKLA Skills Chaining Folder Sample For Review Purposes Only.

Student materials

Chaining Folder
Red book cover titled "Skills Picture Reader." Features illustrations of a cat, table, insects, dragonfly, and a hat with speech bubbles containing vowels. Designed for kindergarten.

Student materials

Picture Reader Sample
Cover of Amplify CKLA Activity Book for Kindergarten, featuring a red design, a globe, sunflowers, and a list of topics including the five senses and geography.

Student materials

Knowledge 1–4 Activity Book Sample
Cover of "Skills 1" teacher guide from Amplify CKLA. Features a large number one, knight, frog, coins, and phonetic symbols on a yellow background.

Teacher materials

Skills Unit 1 Teacher Guide
Yellow book cover titled "Skills 2: Teacher Guide" from Amplify CKLA. Features a large number "2," a frog, a knight, coins, phonetic symbols, and a moon.

Teacher materials

Skills Unit 2 Teacher Guide
Yellow book cover titled "Skills 3 Teacher Guide" with illustrations of coins, a knight, a grasshopper, and phonetic symbols. Amplify CKLA logo at top.

Teacher materials

Skills Unit 3 Teacher Guide
Illustration of two children posing with a bagpiper dressed in traditional Scottish attire; text below reads "Snap Shots.

Teacher materials

Skills Unit 1 Big Book
Illustration of a family hugging under a tree, with a house in the background. The word "Gran" is at the top of the image.

Teacher materials

Skills Unit 2 Big Book
Illustrated book cover titled "Fables" shows a fox sitting on a stump, reading aloud to a rabbit and a bird, surrounded by mushrooms and grass under tall trees.

Teacher materials

Skills Unit 3 Big Book
Screenshot of a language learning webpage focusing on English consonants, including sounds such as /g/, /ch/, /j/, /v/, /s/, and /f/, displayed with example words and visual cues.

Teacher materials

Code Poster Set
Cover of "Skills Spelling Cards" by Amplify CKLA, featuring a knight, frog, moon, and sound symbols on a yellow background.

Teacher materials

Spelling Card Set
Orange card with "Amplify CKLA Grade 1" and "Skills Large Letter Cards." Features a moon, knight, frog, coins, and phonetic symbols.

Teacher materials

Large Letter Card Set
Yellow book cover titled "Assessment Guide: Check-Point Assessments" with images of a knight, coins, a frog, and a planet. Text includes "Amplify CKLA" and "Skills.

Teacher materials

Skills Assessment Guide (Black Line Master)
Book cover with a spider web in the foreground. A red house, animals, and trees are in the background. Title reads "The Moral of the Story: Fables and Tales.

Teacher materials

Knowledge 1 Teacher Guide
Book cover titled "From Nose to Toes: How Your Body Works" featuring X-ray images of body parts.

Teacher materials

Knowledge 2 Teacher Guide
Cover of "Common Threads: Different Lands, Similar Stories" by Amplify CKLA. Features illustrations of children sitting on a red mushroom and standing near a large flower.

Teacher materials

Knowledge 3 Teacher Guide
Book cover titled "Reach for the Stars: Astronomy" featuring an astronaut, a spaceship, Earth, and Saturn in space. Part of the Amplify CKLA series, Grade 4, Unit 1, Teacher Guide.

Teacher materials

Knowledge 4 Teacher Guide
Illustration of a rural scene with a red house, cow, cat, woman, muddy path, and a spider on a web. The text reads: "The Moral of the Story: Fables and Tales, Grade 1.

Teacher materials

Knowledge 1 Image Cards
Educational book cover titled "From Nose to Toes: How Your Body Works" featuring X-ray images and illustrations of human anatomy.

Teacher materials

Knowledge 2 Image Cards
Children exploring a whimsical forest scene with oversized mushrooms and a snail shell. Text on the cover reads "Common Threads: Different Lands, Similar Stories, Grade 1, Image Cards.

Teacher materials

Knowledge 3 Image Cards
Illustrated cover of a Grade 1 astronomy book titled "Reach for the Stars," featuring a space scene with an astronaut, Earth, Saturn, and shooting stars.

Teacher materials

Knowledge 4 Image Cards
Cover of "Activity Book: Volume 1" featuring coins, a knight, and a grasshopper on a yellow background with phonetic symbols and a globe.

Student materials

Skills 1–3 Activity Book
Illustration of two children posing with a bagpiper. The background is filled with doodles, and "Snap Shots" is written at the bottom of the image.

Student materials

Skills Unit 1 Reader
Illustration of a family hugging under a tree, with a house in the background. The word "Gran" is at the top of the image.

Student materials

Skills Unit 2 Reader
Illustrated book cover titled "Fables" shows a fox sitting on a stump, reading aloud to a rabbit and a bird, surrounded by mushrooms and grass under tall trees.

Student materials

Skills Unit 3 Reader
Yellow cover of an activity book titled "Amplify CKLA Grade 1" featuring images of a map, a child with a hat, a shuttle, and a forest path. "Knowledge" sections listed on the cover.

Student materials

Knowledge 1-4 Activity Book Sample
Cover of "Skills 1" teacher guide from Amplify CKLA, featuring a large number 1, a crow, acorn, pencil, and glove clipart on a green background.

Teacher materials

Skills Unit 1 Teacher Guide
Green book cover titled "Skills 2" with illustrations of a bird, acorn, pencil, mittens, and speech symbols. Includes "Amplify CKLA" and "Grade 2 - Teacher Guide" text.

Teacher materials

Skills Unit 2 Teacher Guide
Green book cover titled "Skills 3" for Grade 2, featuring a large number 3, a crow, an acorn, a pencil, and a mitten.

Teacher materials

Skills Unit 3 Teacher Guide
Vowels chart displaying various vowel sounds with example words in boxes on a green and white background.

Teacher materials

Code Posters
Textbook cover titled "Skills Spelling Cards" with a green background, pencil, crow, acorn, mitten, and phonetic symbols. Banner reads "Amplify CKLA, Grade 2.

Teacher materials

Spelling Card Set
Green book cover titled "Assessment Guide: Check-Point Assessments" with images of a crow, acorn, and pencil. Grade 2 is noted in the corner.

Teacher materials

Skills Assessment Guide (Black Line Master)
Book cover titled "Fortunes and Feats: Fairy Tales and Tall Tales" shows a giant boot, train, waterfall, fisherman with a fish, and a person on a giant's hand.

Teacher materials

Knowledge 1 Teacher Guide
Textbook cover reads "Amplify CKLA, Knowledge 2: The Birthplace of Democracy: Ancient Greece, Teacher Guide." Illustration depicts an ancient Greek scene with a building and people in togas.

Teacher materials

Knowledge 2 Teacher Guide
Cover of "Legends and Heroes: Greek Myths" Teacher Guide, depicting classical Greek statues, ancient ruins, and mythological figures against a marble backdrop.

Teacher materials

Knowledge 3 Teacher Guide
A book cover titled "Our Planet: Cycles in Nature," featuring a pond scene with a frog, lily pads, fish, and plants, labeled "Knowledge 4" and "Teacher Guide," by Amplify CKLA.

Teacher materials

Knowledge 4 Teacher Guide
Illustration of ancient Greece with people under tents, classical buildings, columns, and a mountainous backdrop. Text on image reads: "The Birthplace of Democracy: Ancient Greece, Grade 2.

Teacher materials

Knowledge 2 Image Cards
Cover of a book titled "Legends and Heroes: Greek Myths" featuring an ancient Greek statue, ruins, amphora, and flying birds against a sunset landscape. Grade 2 indicated.

Teacher materials

Knowledge 3 Image Cards
Book cover for "Our Planet: Cycles in Nature" by Amplify CKLA, Grade 2. Features a pond with a frog, lily pads, and flowers. ISBN and barcode visible at the bottom.

Teacher materials

Knowledge 4 Image Cards
Cover of a book titled "Amplify CKLA, Units 2-3, Activity Book." The green background features a crow, acorn, pencil, gloves, and phonetic symbols.

Student materials

Skills 1–3 Activity Book Sample
Illustration of an anthropomorphic cat dressed as a cowboy, holding a bag of gold coins, standing beside a treasure chest. Text reads "The Cat Bandit.

Student materials

Skills Unit 1 Reader
Illustration of a bearded man sitting on a bed, reading to a boy and girl. The book cover reads "Bedtime Tales" with a colorful, patterned background.

Student materials

Skills Unit 2 Reader
Illustration of children engaging in outdoor sports activities, with text "Kids Excel" above them against a backdrop of trees and a bridge.

Student materials

Skills Unit 3 Reader
Green cover of an activity book titled "Amplify CKLA," featuring a hot air balloon and a medieval castle illustration. Text includes various learning topics.

Student materials

Knowledge 1-4 Activity Book Sample
Cover of a book titled "Classics Tales: Student Edition" from Amplify, featuring a cross-section of a tree with underground rooms and a scene above of a person walking.

Teacher materials

Unit 1 Teacher Guide
The image shows the cover of a book titled "Fur, Fins, and Feathers: Animal Classification." It features illustrations of various animals and a pond surrounded by lush greenery.

Teacher materials

Unit 2 Teacher Guide
Book cover of "Amplify CKLA Teacher Guide: Rhythm and Rhyme: Poetry Unit 3" featuring butterflies, lily pads, and flowers in a pond scene.

Teacher materials

Unit 3 Teacher Guide
Illustration of Ancient Rome with people in togas, Colosseum, aqueduct, hills, and buildings. Text reads "Amplify CKLA, Unit 4, Rise and Fall: Ancient Rome, Teacher Guide.

Teacher materials

Unit 4 Teacher Guide
Cover of Amplify CKLA Grade 3 unit titled "Timeless Tales: Classic Stories" showing a cross-section of underground animal homes and a rider on a horse above ground.

Teacher materials

Unit 1 Image Cards
Cover of a poetry image cards book titled "Rhythm and Rhyme: Poetry," featuring butterflies and lily pads on a pond with a landscape background.

Teacher materials

Unit 3 Image Cards
Cover image of a textbook titled "Rise and Fall: Ancient Rome" featuring the Colosseum and ancient Roman architecture with people in historical attire and distant hills.

Teacher materials

Unit 4 Image Cards
Blue cover with geometric patterns, labeled "Amplify CKLA" at the top and "Spelling Cards" at the bottom, featuring a "Grade 3" badge.

Teacher materials

Spelling Card Set
Cover of an Amplify CKLA Grade 3 Activity Book showing two units: "Classic Stories" with an underground scene, and "Animal Classification" with a pond scene.

Student materials

Unit 1–2 Activity Book
Book cover of "Rhythm and Rhyme: Poetry," Unit 3, Grade 3, featuring a scenic illustration with a turtle, butterflies, lily pads, and flowers by a pond.

Student materials

Unit 3 Poet’s Journal
Cover of "Amplify CKLA" Grade 3 Activity Book Unit 4, featuring an illustration of Ancient Rome, including the Colosseum and Roman structures against a painted sky background.

Student materials

Unit 4 Activity Book
Book cover titled "Classic Stories" from Amplify CKLA. Illustrations show a cross-section of animals in underground homes and a landscape above with a tree, cyclist, and bridge.

Student materials

Unit 1 Reader
Children's book cover titled "Unit 2: Rattenborough's Guide to Animals" featuring jungle scenery with various animals, including a monkey, jaguar, parrots, and a crocodile.

Student materials

Unit 2 Reader
Illustrated book cover titled "Stories of Ancient Rome" by Amplify CKLA, featuring Roman architecture and people in ancient attire with hills and aqueducts in the background.

Student materials

Unit 4 Reader
Blue book cover titled "Amplify CKLA Skills 1" featuring a large number 1, a deer, a slice of cake, a comb, and trophy icons.

Teacher materials

Skills Unit 1 Teacher Guide (supplemental)
Blue "Skills 2" book cover with number 2, a deer, a comb, cakes, trophies, and phonetic symbols. Labeled "Amplify CKLA Teacher Guide.

Teacher materials

Skills Unit 2 Teacher Guide (supplemental)
Blue "Skills Assessment Guide: Unit Assessments" book cover with geometric patterns, labeled "Amplify CKLA" Edition 3 in the top left corner.

Teacher materials

Skills Assessment Guide Black Line Master (supplemental)
Blue book cover titled "Skills Activity Book: Volume 1" with images of a comb, trophies, cake, and a deer. It includes the Amplify CKLA logo at the top left corner.

Student materials

Skills Activity Book: Unit 1–2 Black Line Master (supplemental)
Textbook cover titled "Personal Narratives" with spiral binding, featuring images of an accordion, bike, windmill, chocolate milkshake, and crayons. Angle of view shows part of a rotary phone.

Teacher materials

Unit 1 Teacher Guide
Book cover featuring two knights on horses with flags, in a medieval setting. Title: "Medieval Knights and Castle Life: Europe’s Middle Ages.” Grade 4, Unit 2.

Teacher materials

Unit 2 Teacher Guide
Amplify CKLA Grade 4 book cover titled "Meaning and Metaphor: Poetry" features an illustration of a bookshelf with colorful books, a tree, and mythical creatures.

Teacher materials

Unit 3 Teacher Guide
Cover of "Amplify CKLA: Eureka! Student Inventor, Teacher Guide" featuring illustrated presenters at podiums, with a colorful wheel displaying various icons.

Teacher materials

Unit 4 Teacher Guide
Cover of an activity book titled "Amplify CKLA," with images depicting "Personal Narratives" and "Europe's Middle Ages" against a meadow background. Grade 4 indicated at the top.

Student materials

Unit 1–2 Activity Book
Book cover for "Meaning and Metaphor: Poetry" showing a tree, a book, and a horse silhouette, with colorful elements like leaves and stars on a bookshelf. Grade 4, Unit 3, Amplify CKLA.

Student materials

Unit 3 Poet’s Journal
Cover of "Inventor's Notebook," Amplify CKLA, Grade 4, Unit 4. Features a green, spiral-bound notebook with a doodle on a colorful geometric background.

Student materials

Unit 4 Inventor’s Notebook
Textbook cover titled "Personal Narratives" with spiral binding, featuring images of an accordion, bike, windmill, chocolate milkshake, and crayons. Angle of view shows part of a rotary phone.

Student materials

Unit 1 Reader
Book cover featuring two knights on horses with flags, in a medieval setting. Title: "Medieval Knights and Castle Life: Europe’s Middle Ages.” Grade 4, Unit 2.

Student materials

Unit 2 Reader
A book cover titled "Grade 4 Unit 4: Eureka! Files, Reader" with pencils and colorful tabs.

Student materials

Unit 4 Reader
Cover of an educational book titled "In My Own Words: Personal Narratives" from Amplify CKLA. It features images of bicycles, a building in Washington D.C., and an old bus in Montgomery, AL.

Teacher materials

Unit 1 Teacher Guide
Book cover featuring illustrations of ancient structures, landscapes, and plants with the title "Early Americas: Maya, Aztec, and Inca" on top.

Teacher materials

Unit 2 Teacher Guide
Cover of "Amplify CKLA" Grade 5, Unit 3: Visions in Verse; Poetry. Features a colorful landscape with trees, birds, a pond, and flowers. Labeled as a Teacher Guide.

Teacher materials

Unit 3 Teacher Guide
Illustration of Don Quixote on a horse, pointing at windmills in a field. Cover text reads, "A Knight's Tale: Don Quixote, Teacher Guide, Unit 4, Amplify CKLA.

Teacher materials

Unit 4 Teacher Guide
Cover of the Amplify CKLA Grade 5 Activity Book featuring Unit 1, Personal Narratives, and Unit 2, Maya, Aztec, and Inca topics, against a blue background with marine imagery.

Student materials

Unit 1–2 Activity Book
Book cover titled "Visions in Verse: Poetry" with birds, a snake, and varied fruit near a pond.

Student materials

Poet’s Journal
Cover of "Don Quixote" activity book, featuring a circular illustration of Don Quixote tilting at windmills, with a blue background and marine-themed border.

Student materials

Unit 4 Activity Book
Cover of "Personal Narratives" reader for Grade 5, featuring images of a bicycle, postcards from Miami, Montgomery bus, U.S. Capitol, and a space shuttle. Colorful stationery surrounds the book.

Student materials

Unit 1 Reader
Textbook cover titled "Early Americas: Civilizations and Empires" with images of a pyramid, a landscape, and plants. Part of a Grade 5 curriculum by Amplify CKLA.

Student materials

Unit 2 Reader
Cover of "Adventures of Don Quixote" shows a man in armor on a horse facing a windmill. It's labeled as a Dover Children's Thrift Classic, with easy-to-read type and by Argentine Palacios.

Student materials

Unit 4 Reader

Access the Amplify CKLA all-in-one digital platform

Teachers and students piloting CKLA 3rd Edition will receive login information to access the digital platform.

If you have not received your login information please contact your administrative team. If you are in charge of licensing and enrollment for your school/district and have not received login information please reach out to your account representative or help@amplify.com.

Contact us

Contact your account executive to sign up for implementation training.

Welcome, Arizona educators!

Dear Arizona educator,

Thank you for your interest in Amplify’s core, assessment, intervention, and supplemental programs. Amplify’s resources are different to make a difference—and the results are undeniable. Explore our unique, research-based approaches built right into our high-quality instructional materials. If you have any questions, please don’t hesitate to reach out.

With great respect for what you do,

The Arizona Amplify team

Simple illustration of Arizona with a star marking a location, two green cacti, sun, and clouds in the background.

Early Literacy Suite

Based on 20 years of experience with the Science of Reading, Amplify’s early literacy suite combines the crucial elements of core curriculum, intervention, and personalized learning. Our programs ensure that all educators have what they need to support every student within an aligned system based on research and effective practices. Amplify CKLA received all-green ratings from EdReports. Read the review on EdReports.

Explore K–5 Literacy Suite
Illustration of a bear on a rock overlooking a campsite in a valley with mountains, trees, tents, and people; includes an EdReports review badge in the lower right corner.
Collage image featuring a girl with a crown looking at a sunset, a boy reading about the Amplify ELA program, and the "read the report review year 2020 edreports" logo

Amplify ELA

Amplify ELA is a blended curriculum designed specifically for grades 6–8. At the heart of every lesson is the text. We enable teachers to teach skills texts and develop their students’ muscles for building meaning through reading. With Amplify ELA, students learn to attack any complex text and make observations, grapple with interesting ideas, and find relevance for themselves. Rated all green by EdReports, Amplify ELA earned perfect scores across all gateways. Read the review on EdReports.

Explore 6–8 Amplify ELA

Amplify Science

Amplify Science empowers students to think, read, and write like real scientists and engineers. Amplify Science K–8 received all-green ratings in EdReports’ review of national middle-school science curricula. Read the review on EdReports.

Explore K–8 Amplify Science
Two students wearing safety goggles conduct a science experiment together, pouring liquid between plastic cups over a blue tray on a classroom table.
A laptop displaying a graph on a webpage labeled "Robots" sits next to two textbooks titled "Amplify Desmos Math," one being the teacher edition and the other for grade 6, exemplifying student-centered instruction through math technology.

Amplify Desmos Math

Meet Amplify Desmos Math. Our structured approach to problem-based learning systematically builds on students’ curiosity to develop lasting grade-level understanding.

Explore Amplify Desmos Math

Contact us

Support is always available. Our team is dedicated to helping you and can be reached at any time by emailing or calling us directly.

A man with a beard and short hair, wearing a striped suit, blue shirt, and orange tie, poses against a plain white background.

Eastern, Western, Southern AZ

Tommy Gearhart

Senior Account Executive

(505) 206-7661

tgearhart@amplify.com

A woman with long, wavy brown hair, wearing a dark blazer and a bright pink blouse, smiles at the camera against a plain gray background.

Northern & Central AZ

Yvonne Rohde

Senior Account Executive

(480) 673-0019

yrohde@amplify.com

A woman with straight dark brown hair and light skin smiles at the camera, wearing a black top and gold earrings, in front of a white brick wall.

Districts below 3,500

Laina Armbruster

Account Executive

(602) 791-4135

larmbruster@amplify.com

Welcome, New York City educators!

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Welcome to Transitional Kindergarten

BACK TO MAIN TK–5 PAGE

Amplify Science California jump-starts a lifelong love of science with developmentally and pedagogically appropriate instruction featuring:

  • Real-world problems and scientific phenomena.
  • An experiential approach with lots of hands-on.
  • Explicit support for building oral language and early literacy skills.
A collage of four images: children doing a science experiment, a tree in a park, stacked building blocks and toys, and a child splashing water near a storm drain.

What students learn

Our program is comprised of three units: one life science, one physical science, one Earth science.

As students take on the role of a scientist or engineer to figure out real-world phenomenon, each unit:

  • Sparks curiosity and engagement.
  • Encourages students to wonder, think, and talk.
  • Builds a solid foundation for future success with science.

Look below for a summary of each unit.

A person helps a child with a ponytail. Another child examines a yellow flower using a magnifying glass. Caption reads Story of the Noisy Tree and describes children's curiosity and exploration.
Unit 1
Illustration of a vibrant park with a winding path, lush trees, and animals like squirrels and birds in a large tree.

Unit: Wondering About Noises in Trees

Student role: Life scientists

Phenomenon: Strange noises appear to be coming from the trees outside.

Unit 2
Colorful 3d illustration of various imaginative structures built with blocks, rings, and other toy components on a grassy area with a blue sky and clouds background.

Unit: Wondering About Buildings

Student role: Building engineers

Phenomenon: One class made a play city. Some of the buildings stayed up, while others fell down.

Unit 3
A child in yellow shirt and orange boots skipping over a puddle on a sidewalk next to a grassy area and a stream.

Unit: Wondering About Puddles

Student role: Weather scientists

Phenomenon: Puddles exist in some places but not in other places along a girl’s walk to school

Program structure

To meet the unique needs of little learners, our program follows a unique structure.

Each unit:

  • Begins with an Introductory Activity that
    introduces the phenomenon.
  • Includes a series of three Explorations that are comprised of a Kickoff Discussion, four activities, and a Shared Drawing and Discussion.
  • Ends with a Culminating Activity that consolidates students’ understanding.

Each activity is designed to span 15 minutes. Depending on how the program is implemented, an entire unit generally takes 4–6 weeks.

Diagram of tk curriculum structure, including life science, physical science, and earth science units, with detailed breakdowns of unit and exploration structures.

How teachers teach

Tom Teacher feels confident delivering 3-D instruction with our resources by his side. Watch this video to learn more. >

When you’re ready, scroll down to take a closer look at sample resources.

Cover of a transitional kindergarten teacher guide for a life science module titled "wondering about noises in trees," featuring an illustrated scene with trees and animals.

Printed Teacher’s Guide

Our unit-specific Teacher’s Guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, detailed lesson plans, tips for delivering instruction, differentiation strategies, additional classroom resources, and copymasters.

Teacher’s Guide

Girl listening to a tree trunk, book cover titled the noisy tree by ashley chose, with an orange background.

Big Books

Big Books contain vivid photographs and are used to introduce topics, facilitate group discussions, and support students’ firsthand investigations. Each Big Book is an integral part of instruction and is used multiple times for multiple purposes across a unit.

Big Book

Stack of white papers with a primary visible one labeled science question 1: why are so many noises coming from the tree? in black text.

Science Questions

Each unit includes three printed Science Question cards, one for each Exploration of the unit. The cards can be posted on classroom walls and support the class as they are introduced to and revisit the focus of their investigations over the course of an Exploration and, ultimately, the unit.

Two magazine cover mockups with the word scientist on the left and a tree photo on the right, both against a white background.

Vocabulary and Picture Cards

Each unit includes six or seven printed Vocabulary Cards and a set of colorful Picture Cards that can be posted on classroom word walls and concept walls. Cards are used for a variety of purposes, including gathering evidence, building background knowledge, and introducing the focal phenomenon.

Resources

A large tree with red fruit stands beside a curved path in a grassy field. Various animals, including a raccoon, owl, squirrel, and bird, are in and around the tree.

Preview a TG and Big Book

Preview an Amplify Science TK Teacher’s Guide and a Big Book.

Two children in a lab setting engage in a science experiment with test tubes and a tablet. One child wears safety goggles, while an adult’s hand assists.

Program guide for TK

Learn more about this level of the program by exploring our detailed program gui…

A group of young children sit around a table in a classroom, engaging in an activity with colorful geometric blocks and paper.

FAQs for TK

Get a big picture overview of this unit with an at-a-glance view of each chapter…

A collection of Amplify Science educational materials, including a teacher's guide, a book titled "The Noisy Tree," science question cards, vocabulary cards, and tree-related images.

Program components for TK

Take a closer look at the unit-specific resources that support learning.

Two women sitting at a table working on a laptop and documents, surrounded by colorful posters on the walls.

Standards Alignment for TK

See how our program fully prepares students for meeting NGSS standards in kinder…

Welcome to Grade 7

BACK TO MAIN 6–8 PAGE

Amplify Science California is so effective you can cover 100% of the NGSS in fewer lessons than other programs.
 
Plus, you can breathe a sigh of relief knowing we give you enough materials to support 200 students. In fact, our material kits:

  • Support small groups of 4-5 students.
  • Make organization and finding materials easy.
  • Last longer with only one of the nine kits requiring refills.
A collage showing a rocky landscape, a forest with foxes, two kids doing a science experiment, and hands tending to seedlings in a plastic container.

What students learn

Lauren Learner loves science. Watch this video to find out what she learns in seventh grade. >

When you’re ready:

  • Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  • Click on the orange “See how the unit works” link to download a helpful Unit Guide. These guides make great companions to busy reviewers looking for a big-picture understanding of how each unit works.
A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

Unit 1

Geology on Mars

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

Unit 2

Plate Motion

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean.

See how this unit works

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

Unit 3

Plate Motion Engineering Internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

Unit 4

Rock Transformations

Student role: Geologists


Phenomenon: Rock samples from different U.S. regions look different, but have similar mineral compositions.

See how this unit works

Illustration showing the stages of melting an orange popsicle: whole, partially melted, more melted, and almost completely melted, with wooden sticks, on a purple background.

Unit 5

Phase Change

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.

See how this unit works

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

Unit 6

Phase Change Engineering Internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different phase change materials helps keep babies’ temperatures healthy.

Abstract digital artwork featuring numerous red and gray circles overlapping a split background of blue and light purple, creating a dynamic and energetic composition.

Unit 7

Chemical Reactions

Student role: Forensic chemists

Phenomenon: A mysterious reddish-brown substance has been detected in the tap water of Westfield.

See how this unit works

An illustration of a whale with jellyfish and turtles from Amplify Science

Unit 8

Populations and Resources

Student role: Biologists

Phenomenon: The size of the moon jelly population in the fictional Glacier Sea has experienced a puzzling increase.

See how this unit works

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

Unit 9

Matter and Energy in Ecosystems

Student role: Ecologists

Phenomenon: A sealed biodome built by a group of Econauts mysteriously crashed despite following the advice of experts.

See how this unit works

How teachers teach

Tom Teacher feels confident delivering 3-D instruction with our resources by his side. Watch this video to learn more. >

When you’re ready:

  • Scroll down and take a closer look at your classroom resources.
  • Click on the orange links below each component to see grade-specific samples.
A laptop displays a PowerPoint presentation in presenter view, with slides about observing objects in plastic containers and related sensory instructions.

Classroom Slides

These customizable PowerPoints are available for every lesson of the program and make delivering instruction a snap with visual prompts, colorful activity instructions, investigation set-up videos and animations, and suggested teacher talk in the notes section of each slide.

Video introduction to Classroom Slides

Sample Classroom Slides

A printed teacher’s guide labeled “Plate Motion: Mystery of the Mesosaurus Fossils” is displayed next to a laptop showing the same curriculum’s digital interface.

Teacher’s Reference Guide

Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Login to platform below to access

Assorted craft supplies including a bottle of rubbing alcohol, plastic containers, colorful beads, small dropper bottles, plastic cups, and clear plastic spoons on a white background.

Materials Kits

Our kits include enough non-consumable materials to support 200 student uses. In other words, you have enough materials to support all five periods and small groups of 4-5 students each. Plus, our unit-specific kits mean you just grab the tub you need and then put it all back with ease.

List of investigations by unit

List of materials by unit

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.

Simulations and Practice Tools

Our digital Simulations and Practice Tools are powerful resources for exploration, data collection, and student collaboration. They allow students the ability to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye.

Video overview of digital tools

List of digital tools by unit

Device calendars by unit

Two science textbooks, one in Spanish and one in English, titled "Movimento de placas" and "Plate Motion," both featuring an illustrated Mesosaurus fossil on the cover.

Consumable Notebooks

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

Sample Student Investigation Notebook

Sample Student Investigation Notebook (Spanish)

Cover of a science textbook showing a girl doing an experiment, surrounded by animals, jellyfish, a rocket, and scientific symbols, with the title "Amplify Science.

Student Edition Hardcover

This durable Student Edition is grade-level specific and contains all of the articles that students refer to throughout the year. Districts may choose to pair these traditional student texts with our digital student experience or new 2-volume consumable notebook set.

A person with headphones works on a laptop; a line from their head transforms into a rocket, symbolizing imagination, innovation, and the foundational skills essential for multilingual learners.

Coming Soon

Unlike other publishers, we don’t make you wait until your next adoption to get the latest and greatest from Amplify. We’re always launching new and exciting features. What’s more, we’ll push them out to you even after you adopt us!

See what’s coming for 2020-2021

Navigating the program

Watch this video showing you how to navigate our digital platform. Then following the instructions below. >

  • Click the orange button below to access the platform.
  • Choose the resources you’d like to review.
  • Pick your grade level from the drop-down menu.
  • Scroll down to find additional grade-level resources.
Access the digital platform now

Navigating a Launch Unit

Launch units are the first units taught in each year of the program. The goal of a Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year.

Navigating an Engineering Internship

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. In the process, they apply and deepen their learning from Core units.

Navigating a Core Unit

Core units introduce a real-world problem and support students as they figure out the anchoring phenomenon and gain an understanding of the unit’s DCIs, SEPs, and CCCs.

Navigating Classwork and Reporting

Classwork is our new online grading tool that gives you quick and easy access to unreviewed work, student portfolios of work, and automatically generated differentiation groups.

Welcome to Grade 1

BACK TO MAIN TK–5 PAGE

Amplify Science California is so effective you can cover 100% of the NGSS in half the time of other programs.

You can breathe a sigh of relief knowing all you need is:

  • 66 days per year
  • 2 lessons per week
  • 45 minutes per lesson
A collage shows children demonstrating Earth's rotation with a globe, an Earth-sun diagram, a hand holding a spiked ball, and a light experiment with a lamp, paper, and a screen.

What students learn

Lauren Learner loves science. Watch this video to find out what she learns in firstgrade. >

When you’re ready:

  • Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  • Click on the orange “See how the unit works” link to download a helpful Unit Guide. These guides make great companions to busy reviewers looking for a big-picture understanding of how each unit works.
Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.

Unit 1

Animal and Plant Defenses

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle will soon be released back into the ocean, where she will survive despite predators.

See how this unit works

Two hands holding a paper with a drawing of a pyramid and a tree, illuminated by a flashlight, projecting another shadow of the image on the wall.

Unit 2

Light and Sound

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.

See how this unit works

Illustration showing an urban landscape divided into night on the left with a moon and stars, and day on the right with a sun, clouds, and an airplane.

Unit 3

Spinning Earth

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone at night.

See how this unit works

How teachers teach

Tom Teacher feels confident delivering 3-D instruction with our resources by his side. Watch this video to learn more. >

When you’re ready:

  • Scroll down and take a closer look at your classroom resources.
  • Click on the orange links below each component to see grade-specific samples.
A laptop displays a PowerPoint presentation in presenter view, with slides about observing objects in plastic containers and related sensory instructions.
Classroom Slides

These customizable PowerPoints are available for every lesson of the program and make delivering instruction a snap with visual prompts, colorful activity instructions, investigation set-up videos and animations, and suggested teacher talk in the notes section of each slide.

A spiral-bound teacher’s guide and a laptop displaying an online curriculum titled “Matter and Energy in Ecosystems: Biodome Collapse” from Amplify Science.
Teacher’s Reference Guide

Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Login to platform below to access

Assorted party supplies including tissue paper, plastic cups, poker chips, metal rings, black brushes, toothpicks, pink candy, and a black napkin holder arranged on a white surface.
Materials Kits

Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean you just grab the tub you need and then put it all back with ease.

Two children stand in a jungle with plants, rocks, and frogs on the covers of two science books titled "Modelos de ranas" and "Frog Models.
Big Books and Student Books

Students are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.

Two science workbooks, one in Spanish and one in English, titled "Animal and Plant Defenses," featuring illustrated animals with spikes and shells on the covers.
Consumable Notebooks

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

A man wearing glasses and a maroon shirt smiles at the camera on a laptop screen with the words "MYSTERY doug" and a speech bubble saying "Doug.
Mystery Science

Our exclusive partnership with Mystery Science means you get our NGSS core curriculum plus two years of free access to Mystery Doug and his extensive library of captivating videos that deepen students’ understanding of each unit’s phenomenon.

Mystery Science lesson alignment

A person with headphones works on a laptop; a line from their head transforms into a rocket, symbolizing imagination, innovation, and the foundational skills essential for multilingual learners.
Coming Soon

Unlike other publishers, we don’t make you wait until your next adoption to get the latest and greatest from Amplify. We’re always launching new and exciting features. What’s more, we’ll push them out to you even after you adopt us!

See what’s coming for 2020-2021

Navigating the program

Watch this video showing you how to navigate our digital platform. Then following the instructions below. >

  • Click the orange button below to access the platform.
  • Choose the resources you’d like to review.
  • Pick your grade level from the drop-down menu.
  • Scroll down to find additional grade-level resources.
Access the digital platform now
A woman sits at a desk in a classroom, working on a laptop with an open binder and papers in front of her.

[VIDEO] TG Walkthrough

Watch this video to get familiar with the organization of our printed TG.

A digital resource titled "Animal and Plant Defenses: Spikes, Shells, and Camouflage" is displayed on a tablet and a laptop, showing educational chapters and illustrations.

[Grade 1] Animal and Plant Defenses

Get a big picture overview of this unit with an at-a-glance view of each chapter…

A printed teacher’s guide and a laptop display both show the “Light and Sound: Puppet-Theater Engineers” curriculum from Amplify Science.

[Grade 1] Light and Sound

Get a big picture overview of this unit with an at-a-glance view of each chapter…

A spiral-bound teacher's guide and a laptop screen both display "Spinning Earth: Investigating Patterns in the Sky" educational materials with illustrated covers and chapter thumbnails.

[Grade 1] Spinning Earth

Get a big picture overview of this unit with an at-a-glance view of each chapter…

A collection of science learning materials including books, balloons, seeds, windmill parts, and other educational tools arranged on a white surface.

[Grade 1] English components

Take a closer look at our grade 1 print components.

Two children stand in a jungle with plants, rocks, and frogs on the covers of two science books titled "Modelos de ranas" and "Frog Models.

[Grade 1] Spanish components

Learn more about what components are available in Spanish.

Two children stand indoors; one holds a globe while the other points at it. A drawing of a sun is taped to the wall in the background.

[Grade 5] NGSS Alignment

See how our program addresses 100% of the NGSS Standards.

Una mujer adulta está ayudando a un niño con sus tareas escolares en un escritorio en un salón de clases.

[Grades K–2] Pilot support brochure

Welcome to Earth and Space Science

BACK TO MAIN 6–8 PAGE

Amplify Science California is so effective you can cover 100% of the NGSS in fewer lessons than other programs.
 
Plus, you can breathe a sigh of relief knowing we give you enough materials to support 200 students. In fact, our material kits:

  • Support small groups of 4-5 students.
  • Make organization and finding materials easy.
  • Last longer with only one of the nine kits requiring refills.
A collage of images: top left, digital art of a desert scene; top right, three kids doing a science experiment; bottom left, a hand holding a jar and two others beside; bottom right, digital art of a person and child in a field.

What students learn

Lauren Learner loves science. Watch this video to find out what she learns in sixth grade. >

When you’re ready:

  • Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  • Click on the orange “See how the unit works” link to download a helpful Unit Guide. These guides make great companions to busy reviewers looking for a big-picture understanding of how each unit works.
A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

Unit 1

Geology on Mars

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

Unit 2

Plate Motion

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean.

See how this unit works

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

Unit 3

Plate Motion Engineering Internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

Unit 4

Rock Transformations

Student role: Geologists


Phenomenon: Rock samples from different U.S. regions look different, but have similar mineral compositions.

See how this unit works

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

Unit 5

Earth, Moon, and Sun

Student role: Astronomers

Phenomenon: Pictures of specific features on the Moon can only be taken by an astrophotographer at certain times.

See how this unit works

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

Unit 6

Ocean, Atmosphere, and Climate

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.

Ilustración de un pueblo con casas, campos y montañas bajo un cielo nublado con olas de viento o lluvia.

Unit 7

Weather Patterns

Student role: Forensic meteorologists

Phenomenon: The strong storms in Galetown didn’t just begin. They have become more and more severe over the years.

See how this unit works

Un oso polar se encuentra sobre un pequeño témpano de hielo en el océano con un sol naranja en el cielo y lejanas montañas heladas al fondo.

Unit 8

Earth’s Changing Climate

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

See how this unit works

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

Unit 9

Earth’s Changing Climate Engineering Internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.

How teachers teach

Tom Teacher feels confident delivering 3-D instruction with our resources by his side. Watch this video to learn more. >

When you’re ready:

  • Scroll down and take a closer look at your classroom resources.
  • Click on the orange links below each component to see grade-specific samples.
A laptop displays a PowerPoint presentation in presenter view, with slides about observing objects in plastic containers and related sensory instructions.
Classroom Slides

These customizable PowerPoints are available for every lesson of the program and make delivering instruction a snap with visual prompts, colorful activity instructions, investigation set-up videos and animations, and suggested teacher talk in the notes section of each slide.

Video introduction to Classroom Slides

A printed teacher’s guide labeled “Plate Motion: Mystery of the Mesosaurus Fossils” is displayed next to a laptop showing the same curriculum’s digital interface.
Teacher’s Reference Guide

Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Login to platform below to access

Assorted rocks, plastic jars, stacks of clear plastic cups, wrapped candies, and scattered dice laid out on a white background.
Materials Kits

Our kits include enough non-consumable materials to support 200 student uses. In other words, you have enough materials to support all five periods and small groups of 4-5 students each. Plus, our unit-specific kits mean you just grab the tub you need and then put it all back with ease.

A laptop screen displaying a map with three ecosystem options, each illustrated by different animal icons and accompanied by relevant data lists.
Simulations and Practice Tools

Our digital Simulations and Practice Tools are powerful resources for exploration, data collection, and student collaboration. They allow students the ability to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye.

Video overview of digital tools

Two booklets titled "El clima cambiante de la Tierra: la desaparición del hielo" and "Earth’s Changing Climate: Vanishing Ice" with landscape illustrations on the covers.
Consumable Notebooks

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

Cover of the "Amplify Science" Grade 8 textbook featuring illustrations of space, insects, technology, crowds, and scientific diagrams.
Student Edition Hardcover

This durable Student Edition is grade-level specific and contains all of the articles that students refer to throughout the year. Districts may choose to pair these traditional student texts with our digital student experience or new 2-volume consumable notebook set.

A person with headphones works on a laptop; a line from their head transforms into a rocket, symbolizing imagination, innovation, and the foundational skills essential for multilingual learners.
Coming Soon

Unlike other publishers, we don’t make you wait until your next adoption to get the latest and greatest from Amplify. We’re always launching new and exciting features. What’s more, we’ll push them out to you even after you adopt us!

See what’s coming for 2020-2021

Navigating the program

Watch this video showing you how to navigate our digital platform. Then following the instructions below. >

  • Click the orange button below to access the platform.
  • Choose the resources you’d like to review.
  • Pick your grade level from the drop-down menu.
  • Scroll down to find additional grade-level resources.
Access the digital platform now

Navigating a Launch Unit

Launch units are the first units taught in each year of the program. The goal of a Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year.

Navigating an Engineering Internship

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. In the process, they apply and deepen their learning from Core units.

Navigating a Core Unit

Core units introduce a real-world problem and support students as they figure out the anchoring phenomenon and gain an understanding of the unit’s DCIs, SEPs, and CCCs.

Navigating Classwork and Reporting

Classwork is our new online grading tool that gives you quick and easy access to unreviewed work, student portfolios of work, and automatically generated differentiation groups.

Welcome, California Reviewers for 6–8!

BACK TO WELCOME PAGE

We’re so honored you’re considering Amplify Science California—the #1 most adopted NGSS curriculum across the state.

  • It meets 100% of the NGSS.
  • It has demonstrated effectiveness across all student groups.
  • It helps students make the shift from learning about to figuring out scientific concepts.
  • It empowers students to think, read, write, and argue like real scientists and engineers each and every day.
  • It can flexibly adapt to remote and hybrid learning scenarios.
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Overview

Developed by UC Berkeley’s Lawrence Hall of Science, our program features:

  • A phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Newly crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.

Hear what these educators have to say about the program. >

Classroom resources

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Remote and Hybrid Learning Guide

Learn more about new product enhancements and resources to help you and your staff manage back to school 2020.

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Program structure for 6–8

Take a closer look at how the program is organized at 6–8.

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New! Classroom Slides for 6–8

Learn more about the customizable PowerPoints that are being released for every lesson for the 2020-2021 school year.

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Spanish resources at K–8

Take a closer look at our Spanish components.

3-D teaching and learning

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What’s so phenomenal about phenomena?

Learn more about the power of teaching science through phenomenon along with actionable strategies that will help you implement 3-D teaching and learning.

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Phenomena and storylines for 6–8

Read more about the real-world phenomena featured in each grade 6–8.

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Integrating the 5Es at K–8

Learn how the 5E elements are integrated throughout every unit.

Hands-on

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[VIDEO] Hands-on in action at 6–8

Watch these sixth-graders conduct hands-on investigations.

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[VIDEO] Using digital tools at 6–8

Watch how these sixth-graders find and observe substances that do and do not react when mixed together with the help of simulations and modeling tools.

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Summary of investigations at 6–8

Explore the types of investigations that students conduct at each grade 6–8.

Differentiation

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English learners

Learn how we make learning accessible for English learners.

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Students needing support

Learn how we make learning accessible for students who need more support.

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Students ready for more

Learn how we make learning more rigorous for students ready for a challenge

Literacy-rich

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[VIDEO] Literacy in action at 6–8

Watch these sixth-grade students read scientific articles, and then using writing prompts to create arguments using evidence.

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Approach to literacy at 6–8

Explore our integrated, supportive, and literacy-rich instruction at 6–8.

Standards and assessment

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Approach to assessment at 6–8

Learn about our embedded formative and summative assessments at 6–8.

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NGSS alignment for 6–8

See how our program addresses 100% of the NGSS standards for 6–8.

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TIME Rubric for 6–8

See how our program fully addresses the NextGen TIME Rubric criteria for 6–8.

Explore your grade

Get started by watching this class share what they’re figuring out with Amplify Science. >

Select a grade level below to learn more about how we make rich learning accessible to all students at every grade.

Grades 6–8 Integrated

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S1-09: Supporting K–8 science students in the digital world: Ricky Mason

Podcast cover for "Science Connections," Season 1, Episode 9, featuring "Ricky Mason" discussing K–8 science education. Includes a globe illustration and decorative science-themed elements.

In this episode, Eric sits down with Ricky Mason, chief executive officer of BrainSTEM. Ricky shares his passion for inspiring students into science careers, and his path from an engineering career with organizations like the Department of Defense, National Aeronautics and Space Administration, and the Central Intelligence Agency to starting BrainSTEM, an education program that develops creative digital tools to enable all teachers and students to dive deeper into STEM content. Ricky and Eric talk about representation in science classrooms and the importance of embedding fun within K–8 science content! Explore more from Science Connections by visiting our main page.

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Ricky Mason (00:00):

I feel like comfort is where dreams go to die. And I’m still dreaming every night. So I’ll wake up, chasing them.

Eric Cross (00:08):

Welcome to Science Connections. I’m your host, Eric Cross. My guest today is Ricky Mason. Ricky is an engineer whose career included lead roles at the Department of Defense, NASA, and the CIA. Ricky transitioned to education as an adjunct faculty at the University of Kentucky. And while there, he founded BrainSTEM, an edtech company that developed a 3D virtual reality metaverse for STEM education. Today, BrainSTEM serves public school districts, private schools, and nonprofits. And in this episode, we discuss what led Ricky to creating BrainSTEM Metaversity, and how he’s using the metaverse to transform STEM learning for students. And now please enjoy my conversation with Ricky Mason. How did you, so like maybe going back doing your origin story, maybe you can talk about it, but brother, you don’t sleep. Talk about keep making moves, your hashtag, I mean, I was looking at your LinkedIn profiles, looking at your details. You get after it. I was getting tired just reading it. I was like John Hopkins, electrical engineering, real estate, starting companies. You must have that gene where it’s like four hours of sleep and then you’re like, ready to go.

Ricky Mason (01:19):

Yeah, man. My mom told me if I didn’t stay busy, then I’m in trouble. So when I was about 14, she told me that. I said, well, Mama, I guess I’m gonna stay busy then. And yeah, man, that’s just been my life. I feel like if I don’t keep making moves, then I’m in trouble. So, feel like comfort is where dreams go to die and I’m still dreaming every night. So I’ll wake up chasing them.

Eric Cross (01:44):

I feel like a kindred spirit with you. So, were you always interested in STEM like, was there something like a moment or a year where you remember you were like, this is my jam. This is what I’m gonna get into.

Ricky Mason (01:57):

Yeah, man. When it really clicked for me was in the fifth grade. I was at a school assembly and an IBM engineer came in and he brought a robot and he programmed it with punch cards right on the stage. And I got the opportunity to come up andyou know, put one of the punch cards in the robot to program it. And I asked him, I’m like, what is your job? He said, I’m a robotics engineer. And I went home right after that assembly and I said, Mom, that’s what I wanna do, become a robotics engineer. And my mom would take me to the libraries. Well, I felt like I was getting outta bible study on Wednesdays by going to the library. So I went there and I started researching robots.

Ricky Mason (02:39):

And at the time the robots that were popular were all being sent to space. And it was the spiritless. It was being sent to Mars. And I said, Mom, well, I guess I gotta become an astronaut if I’m gonna be a robotics engineer. And that’s kind of what set me out on that dream. And my mom started trying to find outlets for me to get involved in STEM, but it was really tough to find those outlets, you know, especially in that fifth to eighth grade range here in Kentucky. So that was kind of where it started for me man, when I knew that yeah, engineering is what I wanna do.

Eric Cross (03:14):

What does an electrical engineer do? I imagine there’s different types of specialties, but like, was there something that you specialize in that you focused on or was it, is it just kind of like a generalist field?

Ricky Mason (03:23):

Yeah, so I would say, yeah, man, it’s a huge field. So you could be doing anything from, you know, power, like power coming into your house. So those large power systems all the way down to nanotechnology and microchips. I like to tell people I’m a real full stack engineer, so my wheelhouse is kind of from the PCD, the little green computer chips, all the way to the cloud. Over my career, I’ve had some pretty cool jobs. One of those things was I was a test engineer for the army. So I got to test weapons up at Aberdeen Proving Ground for the Army. So I got to drive those weapons and test them before they went to theater there. After that,I worked at United Launch Alliance down at Cape Canaveral where I launched five rockets.

Ricky Mason (04:07):

So I was a part of the electrical ground systems team there where we were responsible for all of the electrical systems on the rocket while it was on the pad. Somonitoring the temperature of the rocket, the fuel, the entire system for safety while it was on that pad. And then finally I worked at the CIA as a computer engineer building data centers and as a data center architect for some of our remote systems and virtualizing our systems. So kind of had a broad spectrum of things there. And then finally coming back to the University of Kentucky as a research engineer and faculty. I developed drone technology for monitoring crops. So flying drones over crops with LIDAR, just like self-driving cars with high-definition cameras to pull in data about those crops, to help farmers determine about pesticides fertilizers, and the overall health of their crops from a remote location.

Eric Cross (05:10):

It’s so neat to hear you talk about it and to see how this is all built up to what you do now with BrainSTEM. How would you explain what BrainSTEM is? I know that’s your, that’s kind of your baby right now and what you’ve been working on a few years.

Ricky Mason (05:23):

Yeah, man, we started BrainSTEM in 2019 officially, but I would say BrainSTEM has been almost 10 years in coming. While I was in undergrad, I played football at the University of Kentucky. But I got hurt going into my sophomore year and that kind of shattered my dreams of football. And that’s when I really got back into engineering. One of my professors asked me to come to a robotics competition and I saw these third graders and sixth graders programming robots. And I’m like, oh my God, they’re programming robots! And I had no idea how to code or what to do with these things. And where was this a when I was a kid? And so I immediately bought one of those robots and taught myself how to program it <laugh> and then we started a robotics team in Lexington,there at a church.

Ricky Mason (06:10):

And we got a sponsorship from Lexmark to start that team. And that was kind of my first leap into STEM and teaching STEM and creating programs for students in STEM. I did that in undergrad and like I said, fast forward 10 years later, I’m teaching at the University of Kentucky and we’re struggling to recruit STEM students. Why aren’t students going into STEM? I hear too many adults tell me, oh man, I wish I would’ve done engineering, or I started out in engineering, but I left engineering or I wish I could go back to school for engineering or learn to code. And I’m like, I asked them like, why didn’t you do this? What happened? And often it’s like, it was the math. It was, oh, I didn’t get into it until I was in college. And I’m like, well, that’s the key.

Ricky Mason (06:52):

I knew I wanted to do this in the fifth grade. And I started with a plan in the fifth grade to achieve these goals and dreams. And I started doing that research and realizing that the same problem existed that I had. There was no outlet for kids to get involved in STEM, and so many kids have an affinity for STEM an early age. So we started BrainSTEM to provide access to STEM education and exposure STEM careers, STEM professionals, and just to STEM fields as a whole, because too often kids may know about the term, engineer, or the term, scientists, but they don’t really know what those people do or have a strong connection with the field or have any hands-on projects that they kind of done around those things or met anyone like me.

Ricky Mason (07:42):

I didn’t meet an engineer until I was in college. So that has really been impactful for some of the students that we’ve been able to touch. I had a family reach out to me. They moved to Lexington from California and they were like, man, I really want my ninth-grade son to get involved in engineering. So we started a weekend program with that one student and it went amazing. Like we competed in science fairs, we applied for different college programs and things like that. So it became an entire like mentorship program. And I’m proud to say that a year ago, he actually graduated with his bachelor’s in electrical engineering from your side of town, UCSB. It was just awesome to actually see this come full circle. And that’s kind of one of the first things that we did before we actually formalized as BrainSTEM University.

Eric Cross (08:34):

What will be like your elevator pitch for a teacher? If you were gonna say, this is what BrainSTEM does. I have the luxury of going through it on the site, but since we’re on a podcast, how would you kind of pitch it to people letting them know, like what, what does it do? Who does it serve?

Ricky Mason (08:47):

Yeah. So BrainSTEM provides STEM curriculum and STEM magnets for schools and nonprofits looking to increase access to STEM for K through 12 students. We also have launched our BrainSTEM Metaversity, a metaverse product for teachers to take their 2D Google classroom and convert it into a 3D metaverse classroom where students can collaborate during a 3D class. So all of your students show up as their avatars that they can select from our inventory of 150 avatars, and enjoy class in a 3D gameified Minecraft like World.

Eric Cross (09:26):

So I made my avatar by the way. It’s kind of tight, I have to say, it’s kind of tight. Hey, I’m gonna share. So those of you in the podcasts I’ll share it so you can see it. You’re not gonna be able to see it right now, but since I have the man himself I gotta share it with him just so I can get a reaction. So can you see that?

Ricky Mason (09:43):

Yeah. <laugh> That’s so good.

Eric Cross (09:44):

I feel like I wanna look like him though. I want him in real life. Like I want be able to switch to looking like my avatar

Ricky Mason (09:52):

<Laugh>

Eric Cross (09:54):

That was the first thing that I jumped on, when I went on your site, was making the avatar and I had so much fun doing it. I actually took longer than I probably wanna admit cause I was like customizing everything

Ricky Mason (10:03):

Yeah, man. It’s so fun. And that’s exactly what, you know, when you can show up as the person you want, it changes your whole being. I’ve seen kids that are quiet in class. They show up as their avatar and they’re talkative, they’re asking questions, they’re moving around the room, interacting with other kids. I feel like it’s almost like a superpower just to put your avatar on.

Eric Cross (10:25):

So what is something that a teacher could have their students go and learn or do if they, if they signed up,

Ricky Mason (10:31):

Let’s kick it off. So how we started with the metaverses, was teaching coding. So our first class was Minecraft and Python coding in the metaverse. So students showed up in the metaverse with our virtual instructor, that instructor led a lecture in the metaverse and then those students could collaborate on their Python games. So, they created and built the game in Python. We shared those games in the metaverse and we have our leaderboards that are in the metaverse, as they’re completing these challenges, including these games, then sharing them back in the metaverse with other students and getting that feedback on their game. So we’ve seen huge excitement from students when I can come back in and see my friend’s work. Like too often, students don’t get to see their work and that’s motivation to do better when I’m like, Jim’s gonna see my work. It’s amazing to see that motivation when students are sharing their work with other kids and not just their parent or just them and the teacher or seeing their grades. It’s been really cool to see.

Eric Cross (11:33):

You have that genuine audience too. Like that real-time feedback. And then like an authentic audience for students that makes everything seem, it takes it up a notch.

Ricky Mason (11:42):

Yeah, man. And then as we have built on this platform, so like you said with that avatar, so think if you created a really cool looking avatar and other students wanted to be that avatar, we have a way of sharing that avatar back into the world and in the inventory so that other students could then be your avatar. Or, if you create a world, we could then share that world back into the inventory, so the teacher could have class in a world that you created.

Eric Cross (12:07):

They’re creating content, not just consuming it. They’re actually creating content that could be shared across like grade levels or students.

Ricky Mason (12:14):

Well, we’re gonna say right now it’s just within your classroom. Eventually yes, we want students to be able to share that across school districts. At least we think that data will be probably limited to those kinds of realms as far as schools go. But you’ll be able to share this across sixth grade. We’ll be able to see what everyone in the sixth grade is doing in their STEM class or their game development class or their history class, per se, even if they’re giving back a presentation or what we have here in JCPS is backpack skills of success, where students are presenting on things that they’re learning that relate back to core competencies that the district is focused on. And I think that sharing those in the metaverse and doing those in the 3D world will be an awesome experience for students.

Eric Cross (12:56):

Are you seeing anything else as far as those skills that we see that are needed in coding? Is there something that the VR adds that was distinct from maybe just a kid with a Chromebook in his class that it’s just him in isolation doing the coding? Was there any like aha moments or surprises when they’re in the VR world doing this?

Ricky Mason (13:13):

I think the biggest thing is we could actually show them real examples of code working in other ways. Sofor example, if we’re working through loops, we can show them something looping. We can relate these functions to real-world things happening in the VR world so that they can see and better relate the actual concept with visuals, if that makes sense. So, you’re in loop Allen the whole time you’re learning about loops. You’re immersed in that kind of world. What we’ve seen is students really start to, you know, they it pick up and it clicks a lot faster because some of these concepts are so abstract for students to understand, when we can relate them to things in that world that they see that are in front of them, that they can grasp before we go to okay, type in “while” “”parentheses” <laugh> they can thenrelate that and pick up on those clues a lot better after they’ve seen those things in the world.

Eric Cross (14:09):

So they can actually visualize it in the metaverse. Whereas outside of it, it’s more just, just text-based coding and they’re not isolated. Like the first thing I’m thinking about is how like, with my own students, when they’re learning Sratch or Python, it’s not easy to share back and forth because they all are on individual accounts and they’d have to go on a different computer, or we’d have to find some way to publish it. And then all the kids would have to access it. But it sounds like in the metaversity classrooms, it’s easy for students in that same class to see each other’s work. Am I getting that right?

Ricky Mason (14:37):

Yeah. So most of our classrooms are limited to 24 students and in some of our breakout classrooms, we limit them to about eight students. Everybody can share their screen, so students can share their screen in the metaverse. They can share their video in the metaverse. They can share documents in the metaverse. They can share their, like I said, their code or anything that they want to share with other students. They can kind of do that. So it’s been a really cool product, I think, for students to almost find independence to work within a group, in an online setting. As they’ve been working through these problems online and remote it’s been really cool to see how they use the metaverse and break out. Even in a class, they can go off into a section because it’s all spacial. If you walk away, I can’t hear your conversation. So they can go into a little section within a metaverse class and have their own breakout. And a teacher can walk over to them. Okay. You guys are working over here. Let me walk to my next group. Just like in class. So it’s been really cool to see those students use the metaverse like that.

Eric Cross (15:41):

Just listening to you talk about this. One of the exciting things about emerging technologies or taking what the private sector does, and someone with a mind like yourself, and go, how do I use this for education? Like, that’s something that like excites me and you’ve run with it. But I just thought about, you’re doing an hour of code, you’ve created this metaverse, and you can bring in somebody, a professional into the metaverse, but they’re in, you know, the Bay area, but they could be a software engineer for Tesla or Google or anybody. Could they move around the metaverse and take a look at different students’ work and interact in that way.

Ricky Mason (16:17):

Yeah, man, we get in there. We make metaverse selfies. I drop Lambos in the metaverse, we take picture with Lambos. We have scavenger hunts in the metaverse. It’s a really awesome experience. And that’s one of the big things I think that is so powerful, is like you said, we could have that engineer, that celebrity, we could have Travis Scott, you know, in the world meeting thousands of kids motivating them because they met their STEM goals. They met their, you know, their testing school goals or whatever. These are things that kids really care about. If I get the Travis Scott avatar or the Elon Musk avatar, because I completed the Elon Musk rocket challenge, like that’s huge for me to show up in class as that avatar, like it’s just like Fortnite and it’s bringing all of those mechanics into the classroom.

Eric Cross (17:07):

When I hear you talk about the metaverse and I hear you talk about the potential of where you want to go with it, I think about my own students, and I think about, how they would really have a genuine interest and desire to want to do this and probably be doing it when they don’t have to, like at home at night wanting to go back into it and interact. And, you’re also building this virtual community. I mean, are you seeing that like, cause I’m hearing that?

Ricky Mason (17:28):

Yeah, man, building that community is huge. And I often tell people all the time, I want the STEM community to be just like the basketball community, the football community. I want students to have that camaraderie built around them for learning STEM and participating in STEM activities and competitions. Because when you see students out there at a robotics, they have the same zeal, the same, you know, everything that you find at a football competition. So we just have to get behind them and back those events with the same enthusiasm that we back sports. And that’s the environment that I want to create for STEM students and for that STEM community, because I longed for that community when I was in school. And like I said, I had it in football, but I wanted both. I wanted the best of both worlds. I wanted my robotics guys and my football guys to show up together here at the competition and have a good time.

Eric Cross (18:23):

You’re absolutely right. Like robotics STEM, these things, community helps fuel like people’s interest and working together. And it brings people from the outside who are seeking that community. Like, hey, my friends are doing this, I wanna kind of check it out. That’s how we recruit a wider swath of our population into it. So it’s not this kind of very narrow channel of folks who are going into STEM.

Ricky Mason (18:45):

If you can’t find that community. I mean for me, I felt like I was the only one playing football who was interested in robotics. So I never told anybody because I didn’t feel like that related to anybody within my vicinity. So I kept that to myself and that’s the biggest thing. I think if we get these kids just talking more about their interests, because a lot of them are interested in robotics and space and these STEM topics, but they don’t have anyone that’s really nudging them or asking them or piquing their interest in those spaces and saying, hey man, it’s okay to, you know, learn about robots. It’s okay to geek out on space. <Laugh> So that’s been my goal and that’s kind of why I felt like this was the time in my career for me to kind of do this, be a face for STEM education and inspire kids to chase their goals and dreams. Over my career, I’ve had some really cool jobs, but I felt like I could keep doing cool jobs, but I’m like at the right age to still connect with those students and inspire them to chase their dreams. And that’s why I feel like right now, man, it’s just an opportune time to get these students involved in STEM.

Eric Cross (20:01):

We don’t get that. Oftentimes, when we’re solely doing the cool job or simply in the private sector, we don’t get those experiences as much as we do when we’re able to actually serve our community or students or take our passion, our skill set, and use it to serve another person. I hear that like, as you describe what you’re doing now is like, there’s something beyond just, you know, the using your skills and doing cool stuff, but there’s something I hear. That’s helping people and actually doing something you believe in that resonates deeply in you. And I can hear it as you talk about it.

Ricky Mason (20:30):

It’s been just amazing to actually chart out that journey. Like I said, and like tell kids, like, no man, I’m from right up the block from you, cause I mean, I’m building this back at home in my hometown. And that’s the reason why I kind of came back to kind of do that in my hometown, because I really want to, you know, relate to those students and inspire, you know, students here. Nobody thinks about technology coming out of Kentucky and that’s been a gift and a curse, I guess, with launching BrainSTEM in Kentucky. When I first started, I said, we’re a STEM education company, people are asking me what is STEM? So, that was where we started out with this in 2019, all the way to, you know, hey, in 2020, we’re gonna launch a metaverse. A metaverse! What is that? It’s been amazing to try to change the minds of not only Kentuckians about STEM and the importance of STEM, but the world that a metaverse company is coming outta Kentucky. <Laugh>

Eric Cross (21:31):

The work that you’re doing and, it exists beyond you and you probably know this, but as a Black science educator out here in San Diego … We don’t see people who look like all of us in this work often, and I saw that you had created something, a network group, network and chill. And that was one of the things, we had touched on community, but I thought that that was so huge because we need each other.

Ricky Mason (21:55):

I feel like that was the biggest thing for us in engineering. Like I showed up to my first internship and I’m like, I mean, my boss was cool. Everything else was cool, but I just didn’t feel like, hey, this is a community for me. And I almost changed my major because of that. But I’m glad that I didn’t, it’s huge to have more of us represented in, in these spaces.

Eric Cross (22:16):

And you know, in engineering, especially when we look at the disproportionate, you know, men versus women. Like it’s not, you know, it’s not just culture, but it’s, you know, gender, all of these different things. And if we’re gonna change it, I think a program like yours that gets exposure to all kids and then giving them choice. What advice would you give to students? Or what advice I should say, do you give to students now? When you see like your younger self in the different kind of K12 grades who are thinking about their futures or they’re thinking about STEM, what do you say to them?

Ricky Mason (22:46):

So my biggest advice, man is start now. Whatever that big thing is, that big dream is that you have, what is that now? You’re thinking about planes. You’re thinking about robots. You’re thinking about RC cars, whatever that is. Let’s start now. Let’s get your hands on an RC car. Let’s take it apart. Let’s start coding. Let’s start thinking about those problems now. But the biggest thing is, is getting kids used to solving tough problems. Typically, most students that have an affinity for, you know, STEM — and you just know that that kid’s gonna go into, STEM — they’re problem solvers. They’re typically looking and seeking those tough problems and seeking opportunities to learn. That’s where I feel like it’s parents’ jobs to provide that environment to foster, that zeal. A five-year-old kid, we started our STEM program with them at the beginning of this month.

Ricky Mason (23:39):

The first day I came in after I told him I was a rocket scientist. And now he’s like, well, I wanna be a pilot. I said, if you pay attention to this class, we’re gonna get you started on your way to being a pilot. And he knows all the parts of a rocket and he knows a rocket needs an oxidizer. And he knows the fuselage, the wings, the wing flaps. He knows all the different parts of the plane and how the forces, the drag, the lift, the weight, he knows how those are working cause we talked about those in class and he has so much more confidence and it came all to fruition when a kid said, wow, I thought it was gonna be really hard to be a robotics engineer. And I’m like, no, that’s not gonna be that hard. That is exactly what we set out to do when we started BrainSTEM, was to break down those barriers and those walls and build that confidence and say, look man, you can do this. It’s easy.

Eric Cross (24:26):

Society doesn’t help much either because one of our terms, right, if something’s really hard, or if something’s not hard, we say it’s not rocket science. That implies that rocket science is really hard and inaccessible. If kids would hear that it kind of instills in their brain, okay. It’s really hard, it’s probably too hard for me. To that point to parents, it sounds like a lot of just exposure, like giving students the opportunity to be able to be exposed to these things and letting them create wonder from it.

Ricky Mason (24:51):

Yeah, man. I often tell parents we’re gonna set kids up to go pro no matter what,

Eric Cross (24:56):

And those skill sets transfer, whether they decide to go into coding or they decide to manage a bank, you’re still gonna be dealing with people. You’re still gonna be problem-solving. You’re still gonna have to come up with creative solutions to things. It sounds like through a program like this, they learn those skills early.

Ricky Mason (25:12):

Yes. And I think that one thing that parents don’t think about … We talk about all the STEM and we want smart kids, but we need those soft skills also within STEM. So those competitions, getting them involved in those communities with STEM students is really huge in presenting their ideas because oftentimes, you know, our STEM guys, we’re in a lab working and that’s where we love and that’s where we wanna be because we haven’t, you know, been prepared to talk and present our ideas. So I think that’s a huge part of what we have to teach our STEM students. And we do that by providing that community and those opportunities for them to, you know, do that.

Eric Cross (25:47):

Thinking about where you are now, looking back on your K-12 education, were there any teachers that stood out to you or that inspired you as I even just say that, can you think of a particular teacher or one or two?

Ricky Mason (26:00):

When I think about my teachers, my teachers really taught me to solve those tough problems and those subjects that you don’t kinda like <laugh>, cause I was always a great student, but my teachers helped me to focus on those subjects that I didn’t so much, you know, enjoy. So I enjoyed math and science, but English social studies, like why do I have to be here? I had two teachers during my high school career that really supported me in that regard, and helping me to be the best student all aroundfrom like I said, STEM to English and social studies, and making me realize that I have to be a well-rounded student if I’m gonna be truly successful. As far as engineering, man, I would say one guy, my teacher, Nick Bazar up at John Hopkins. During my master’s there, I had a really cool project. I got to do data forensics on a real live murder case. <Laugh> That was really inspiring because I’m like, wow, this is real life where my coding skills are being used in a jury trial <laugh>. And so that was a really cool experience to partner with my professor to kind of do that. I mean, that was just mind blowing that I got to help with that and that, I mean, he was using his programming skills to help solve a murder case.

Eric Cross (27:22):

What’s the best way for people to connect with you and follow your journey? And if a teacher’s interested and they’re listening to this and they’re hearing, okay, this metaverse coding thing sounds awesome, I want to get involved, I wanna know more, where can people go? What steps should they take to be able to get connected to you and what you’re doing?

Ricky Mason (27:40):

Yeah. So you can check us out at brainSTEMu.com, that’s brainSTEM, the letter “u” dot com and on all social medias, we’re BrainSTEMu or BrainSTEM University. Teachers, right now, we are doing our free course for teachers. So sign up at brainstemu.com. You can sign up for your class to get into a free metaverse experience, just so you can kind of check it out and get your class into the metaverse and see how your students like the metaverse, how you like teaching in the metaverse and convert one of your 2D lessons from Google classroom into a metaverse classroom. For me, I’m Ricky Mason, 5 0 2 on all social media platforms. So you can just type that in Ricky Mason502 and get with me there.

Eric Cross (28:28):

Nice. Well Ricky, I wanna thank you for sharing your story and creating BrainSTEM. And then for, I know you’re a man of tremendous talents and skills and accomplishments, and you’re focusing all that on not only being back in your community, but also creating something for younger versions of you and opening up opportunities that they might not otherwise have, as you said, folks are like, what is STEM? And that is exactly where we need those seeds planted. So thank you for doing that.

Ricky Mason (28:55):

Oh man, this is awesome. I appreciate you, man for hosting this podcast and providing this platform and sharing the message of, you know, educators and people in the space.

Eric Cross (29:07):

Thanks so much for joining me and Ricky today. Make sure to support Science Connections by subscribing wherever you listen to podcasts. And you could hear more from Ricky in our Facebook group, Science Connections the community, where you can check out all the exclusive content. Until next time.

Stay connected!

Join our community and get new episodes every other Tuesday!

We’ll also share new and exciting free resources for your classroom every month.

What Ricky Mason says about science

“We just have to get behind [students] and back them with the same enthusiasm that we back sports…because I longed for that community when I was in school.”

– Ricky Mason

CEO, BrainSTEM

Meet the guest

Ricky Mason is the dynamic CEO and founder of BrainSTEM, an ed-tech company that developed a metaverse for education. His corporate career included lead engineer roles at the DoD, NASA, and CIA. Ricky transitioned to education as adjunct faculty at the University of Kentucky. While there, he started BrainSTEM to bring innovative technology and an inspirational curriculum to STEM education. Today, BrainSTEM serves public school districts, private schools, and nonprofits.

Follow Ricky on all social media @rickymason502

Portrait of a smiling man with a beard and short hair, wearing a white shirt, against a gray background.

About Science Connections

Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher. Listen here!

You might also like:

Blue graphic with the word "BrainSTEM." A stylized brain with science symbols is on the left.

Check out BrainSTEM!

Learn more about the metaversity with BrainSTEM!

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Free ebook!

Read “How to Train Your Robot”

Podcast cover titled "Science Connections" featuring Aryanna Trejo, Season 1, Episode 5. It includes abstract illustrations of a globe and telescope, discussing coding in the science classroom.

Listen now!

Check out another episode from Science Connections!

Committed to reading equity

We believe that all students have the right to read complex texts and engage in rich classroom discussions. They should also see themselves reflected and experience new worlds through reading.

This commitment guides our text selection, unique artwork, and dedication to reaching every student where they are.

A student with curly hair reads a book in a classroom, while other students are visible in the background, sitting at desks.

Text selection

Texts in the Amplify ELA curriculum cover a wide range of topics, themes, and genres, with differentiated supports that ensure that all students can work through each reading and lesson. Taken as a whole, the texts show students a diverse picture of the world, while fostering a lifelong love of reading.

Illustration of diverse people and landscapes, featuring native designs, botanical elements, and a silhouetted airplane against a script background.
A painted scene shows a blue sky with scattered white dots resembling stars and red clouds, against a backdrop of dark and light color gradients.

In the Liberty & Equality unit, students reflect on the harrowing journeys and avenues to freedom that enslaved African-Americans were forced to forge.

Character & Conflict

Students read A Raisin in the Sun, a play that focuses on the impact of poverty and racial tensions on family relationships and identity within an African-American family.

Summer of the Mariposas

In the Summer of the Mariposas unit, students dive into a retelling of the Odyssey through a contemporary Hispanic lens as they explore sibling and extended-family relationships.

A pencil sketch of an airplane is shown on a textured background with orange and yellow watercolor paint.

In the Perspectives and Narrative unit, students explore a coming of age moment for an adolescent daughter of immigrant parents.

Red Scarf Girl

In the Red Scarf Girl and Narrative unit, students learn about a key historic moment in Asian and world history, while making connections to relatable themes like authority figures imposing rules on children, and family and peer loyalties standing at odds.

Mysteries & Investigations

In the Mysteries & Investigations unit, many of the texts present an ethnically and culturally diverse group of characters, including many pre-teen or teen protagonists rebelling against authority, navigating their relationships with their peers and families, and figuring out their unique identities.

Created with diverse perspectives

With our new illustrations, time spent in our classrooms will feel relevant and relatable to every student. We’ve brought together an art team with unique perspectives and visual styles so that their diversity can shine along with the
complex texts in our curriculum, and illuminate their relationship with our literature. Everyone deserves to see themselves as the hero of a story. It is our hope that our students will find themselves within our program, and will be ever more curious in their learning, and engaged in their reading.

https://youtu.be/_FLV_Le7Zoc
A person sits at a desk with art supplies, flowers, and plants, speaking on camera. An orange play button overlays the image, indicating a video. A colorful artwork hangs on the wall behind them.
Paige Womack

Dive into the world of Mysteries &
Investigations with Dr. Womack,
the illustrator who may have once
become a scientist…

A person sits on a couch in a room decorated with colorful artwork and a wooden sculpture; a play button icon is overlaid at the center.
Tre McClendon

Meet Tre, a seeker and traveller that became homies Fredrick Douglass through illustrating his narrative for our program…

A woman with long dark hair in a red top sits indoors near a window with yellow flowers and colorful decorations; a play button overlay is at the center.
Jackie Pierson

There’s no one way to be a maker, and Jackie certainly has made a lot of things. Check out the weird and mysterious world of her miniatures…

A person with curly hair and hoop earrings speaks indoors, with colorful posters and decorations visible in the background. An orange play button overlays the image.
Elizabeth Dantzler

She’s been drawing characters and comics ever since middle school. Now see the drama of Edel’s work in the mythos of the Greeks…

A woman stands in front of a wall covered with colorful artwork. An orange play button icon is overlaid on the center of the image.
Caroline Hadilaksono

Travel through countries and narratives with Caroline, as she shares her delicate watercolors for illustrating the hero’s journey…

A man with short brown hair and a beard sits at a desk near a window, with artwork displayed on the wall behind him. An orange play button is centered over the image.
Patrick Mahony

The haunting work that Patrick creates will leave you feeling a sense of melancholy and longing, but not without hope for the future…

A woman in a red blazer sits in an office with open books and art prints on the wall. An orange play button is overlaid in the center of the image.
Edel Ferri

She’s been drawing characters and comics ever since middle school. Now see the drama of Edel’s work in the mythos of the Greeks…

A man in a light blue shirt speaks while seated in a creative workspace with colorful artwork and sketches displayed on the wall behind him.
Eddie Pena

As a latino American, Eddie is an illustrator, a father, and a teacher. He is working in collaboration with Poetry in America to use his heritage as inspiration…

A woman sits in front of a wall covered with colorful educational posters, partially obscured by a large play button icon in the center.
Tory Novikova

Listen to a word from Tory, the Art Director at Amplify, on how the vision
was set for the project and how she brought the team together that would get to illustrate ELA…

Fanart

Here is a library of all the inspiring art that our beloved fans have submitted for our program. Do you or your students have a favorite literary character from our program? Send us your fanart to be shared with our community here!

Enter contest
A collage of various portrait illustrations and drawings, including stylized faces, historical figures, animals, and astronauts, in both color and black and white.

A closer look at grades K–2

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver age-appropriate, high-quality, literacy-rich instruction that enables students to take on the roles of scientists and engineers to solve real-world phenomena every day.

In the K–2 classroom, this looks like students:

  • Collecting evidence from a variety of sources.
  • Making sense of evidence in a variety of ways.
  • Formulating convincing scientific arguments.
A collage of four images: building a toothpick structure, a boy reading a book to a girl, two children conducting a water experiment, and a light projection setup.
Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, their understanding gradually builds and deepens, ultimately leading to their ability to develop and refine increasingly complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science California to teach less, but achieve more. Rather than asking teachers to wade through unnecessary content, we designed our K–2 program to address 100% of the California NGSS in just 66 days.

Scope and sequence

Every year of our K–2 consists of 3 units and 66 total lessons. Said another way, each unit contains 20 lessons plus two dedicated assessment days (a Pre-Unit Assessment and End-of-Unit Assessment).

Lessons at grades K–1 are written for a minimum of 45-minutes, and grade 2 lessons are written for a minimum of 60-minutes—though teachers can expand or contract the timing to meet their needs.

Educational curriculum chart showcasing a progression of amplify science lessons from kindergarten to grade 5, categorized by grade and subject areas like plants, animals, weather, and energy.

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In each grade K–2:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.
Investigation Units

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling Units

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering Design Units

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Units at a glance

An illustration from Needs of Plants and Animals unit
Needs of Plants and Animals

Domains: Life Science, Earth and Space Science, Engineering Design

Unit type: Investigation

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since vegetables were planted. 

Download unit guide

Download lesson planner

An illustration from the Pushes and Pulls unit
Pushes and Pulls

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.  

Download unit guide

Download lesson planner

Silhouette of a playground structure against a blue sky with clouds and three yellow suns.
Sunlight and Weather

Domains: Earth and Space Science, Life Science, Engineering Design

Unit type: Modeling

Student role: Weather scientists

Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess.  

Download unit guide

Download lesson planner

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.
Animal and Plant Defenses

Domain: Life Science

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle lives in an aquarium and will soon be released back into the ocean, where she will survive despite ocean predators.  

Download unit guide

Download lesson planner

Two hands holding a paper with a drawing of a pyramid and a tree, illuminated by a flashlight, projecting another shadow of the image on the wall.
Light and Sound

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.  

Download unit guide

Download lesson planner

An illustration from the Spinning Earth unit
Spinning Earth

Domain: Earth and Space Science

Unit type: Investigation

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone.  

Download unit guide

Download lesson planner

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.
Plant and Animal Relationships

Domains: Life Science, Engineering Design

Unit type: Investigation

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.  

Download unit guide

Download lesson planner

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.
Properties of Materials

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.  

Download unit guide

Download lesson planner

Illustration of a coastline with cliffs, a recreation center building with a red roof and a sign, evergreen trees, a blue flag, and a sandy beach below.
Changing Landforms

Domain: Earth and Space Science

Unit type: Modeling

Student role: Geologists

Phenomenon: The cliff that Oceanside Recreation Center is situated on appears to be receding over time.  

Download unit guide

Download lesson planner

Resources

Pilot support brochure for K–2

Unit phenomena for K–5

Take a closer look at the unit phenomena featured in each grade level…

Classroom Slides for K–5

Meet your new hands-free TG! These PowerPoints for every lesson make teaching sc…

What’s so phenomenal about phenomena?

Learn actionable strategies that will help you implement 3-D teaching and learni…

Literacy-rich instruction in K–5

Scientists read and write with purpose too.

Student Books in K–5

Read a summary of each of our award-winning student books.

Investigations for K–5

Explore the types of hands-on investigations that take place in K–5 classrooms.

Four stages of learning: Engage (eye icon), Explore (people icon), Construct (blocks icon), Apply (brain icon), arranged in a cycle with arrows and descriptions below each stage.

The 5E model at K–8

Learn how the 5E elements are woven throughout each and every unit.

The CER model for K–5

Learn how we integrate the Science and Engineering Practices (SEPs) into daily i…

Approaches to assessment in K–5

Learn about our embedded assessments.

Science activity kit featuring books "Earthworms Underground" and "What's Going On with the Weather?", balloons, plant seeds, propellers, and other educational materials.

Program component list for TK–5

Explore the components that come with each unit.

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¡El programa de Amplify Science da la bienvenida a las familias!

Nos complace darle la bienvenida a usted y a su estudiante al programa de Ciencias en el nuevo año escolar y brindar a su estudiante excelentes oportunidades educativas a través de nuestro programa.  A continuación incluimos una serie de recursos y guías útiles para ayudar a que su estudiante aproveche al máximo nuestra plataforma a lo largo del año. For English version, please click here.

¿Qué es Amplify Science?

Amplify Science es un currículo escolar estimulante para los grados K–8 que fue diseñado por expertos del Lawrence Hall of Science de UC Berkeley. A medida que usted explore el programa, notará que es diferente de cualquier otro currículo de ciencias que haya visto. Esto se debe a que en los últimos años, la enseñanza de las ciencias ha ido alejándose de las lecciones centradas en datos, tales como aquellas que requieren memorización, y actualmente favorece una modalidad enfocada en el aprendizaje en profundidad con actividades de investigación y resolución de problemas de la vida real. Este cambio en la enseñanza y el aprendizaje de ciencias está reflejado en los nuevos estándares nacionales de ciencias (Estándares de Ciencias para la Próxima Generación) y, como se lo imagina, en Amplify Science.

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Para comenzar

Si bien las lecciones de Amplify Science fueron diseñadas para su uso en el salón de clases con un grupo de alumnos, hay algunas actividades que los estudiantes pueden hacer en casa con su apoyo. Antes de dar inicio a dichas actividades, recomendamos que lea el artículo Proteja a los niños en internet de la Comisión Federal de Comercio sobre seguridad digital.

Resumen de los recursos

Amplify Science integra las mejores técnicas de enseñanza y aprendizaje de ciencias. Los estudiantes tendrán numerosas oportunidades de usar materiales para el aprendizaje práctico, participar en lecturas, redactar argumentos científicos respaldados por evidencia y explorar aplicaciones digitales.

Cuatro íconos etiquetados que representan diferentes actividades: "Amplify Science Español" con equipo científico, "lectura" con un libro, "redacción" con un bloc de notas y "aplic

Mire el siguiente video para ver una presentación breve del enfoque y la estructura del programa Amplify Science.

Una alianza poderosa

Amplify Science es el resultado del trabajo colaborativo de expertos en la enseñanza de ciencias de Amplify y del Lawrence Hall of Science (LHS) de UC Berkeley. El equipo de expertos en ciencias, matemáticas, ingeniería y lectoescritura de LHS desarrolló el contenido del programa, mientras que el equipo de diseñadores e ingenieros de Amplify creó las herramientas y componentes que dan vida a las lecciones.

Haciendo clic aquí verá más información sobre el Lawrence Hall of Science.

Explore los recursos del nivel escolar correspondiente

Escuela primaria (K–5) Escuela intermedia (6–8)

Sepa dónde encontrar ayuda

¡Nuestro compromiso es brindarle ayuda!

¿Tiene alguna pregunta sobre Amplify Science?

Ingrese a nuestra biblioteca de ayuda para encontrar artículos con las respuestas a sus preguntas sobre el programa. Si necesita ayuda adicional con el currículo, comuníquese con el maestro o la maestra de su estudiante.

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Technology integrations

Amplify creates products that work well in classrooms and save educators time. To do that, we support interoperable data standards that help our products integrate with a variety of systems used by schools and districts.

Integration partners

Learn more about our integration partners for rostering, Single Sign-On (SSO), Learning Management Systems, and more.

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Agilix Buzz

Teachers, students, and administrators can enjoy a more seamless experience through single sign-on by accessing Amplify directly through Agilix Buzz and by syncing grades from applicable Amplify products to Agilix Buzz.

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Canvas

Amplify provides single sign-on for direct access to our products through Canvas and enables grade sync from Amplify to Canvas for applicable products.

Logo featuring a cloud with a figure inside, next to the word "ClassLink" in blue text.

Amplify programs work with ClassLink to provide rostering and single sign-on solutions.

The image shows the word "Clever" in bold blue text on a plain white background.

Clever

Amplify programs work with Clever to provide rostering and single sign-on solutions.

Text reading "D2L" with a green underline beneath the "2" on a white background.

D2L

Teachers, students, and administrators can enjoy a more seamless experience through single sign-on and by accessing Amplify directly through D2L.

The image shows the word "SchoolDay" with "School" in blue and "Day" in orange, partially enclosed by an orange circular line.

SchoolDay

Amplify programs work with SchoolDay to provide rostering and single sign-on solutions.

Google Classroom logo depicting a stylized chalkboard with three user icons.

Google

Amplify programs work with Google to provide rostering and single sign-on solutions. Additionally, our system integrations let teachers assign and share content from applicable Amplify programs to students in Google Classroom.

Logo displaying the words "SAFARI MONTAGE" in bold black and blue text.

Safari Montage

Teachers, students, and administrators can enjoy a more seamless experience through single sign-on and by accessing Amplify directly through Safari Montage.

Logo of PowerSchool with the text "Personalized Education for Every Journey" in blue on a white background.

Schoology

Teachers, students, and administrators can enjoy a more seamless experience through single sign-on, by accessing Amplify products directly through Schoology, and by syncing grades from applicable Amplify products to Schoology.

Amplify supports these integrations in alignment with our Data Privacy and Security Practices.

Certifications

Amplify is proud to help improve interoperability across the edtech community as a contributing member of the 1EdTech Consortium. We have earned a variety of certifications that enable Amplify products to adhere to interoperable standards.

A blue and orange shield badge labeled "1EdTech TrustEd Apps Certified Data Privacy.
1EdTech TrustEd Apps Certified logo featuring a circular arrow graphic above the certification text.
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Are you an Amplify customer?

For access to interoperability information, contact the customer care and support team or +1 (800) 823-1969.

Want to learn more? Reach out to Sales.

CONNECT WITH A PRODUCT EXPERT.

Inspiring the next generation of Arkansas scientists, engineers, and curious citizens

Amplify Science is a proven effective core curriculum designed for three-dimensional, phenomena based learning that provides an immersive experience for students.

Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.

Collage showing students engaged in classroom science activities and two scientific illustrations: a cheetah in foliage and a diagram of clouds and raindrops above a hill.

Grounded in Research

UC Berkeley’s Lawrence Hall of Science, the authors behind Amplify Science, developed the Do, Talk, Read, Write, Visualize approach, and gold standard research shows that it works. Our own efficacy research is pretty exciting, too.

See more of our research.

Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

DO
First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit, from building models of protein molecules to experimenting with electrical systems.

TALK
Student-to-student discourse and full class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.

READ
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.

WRITE
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.

VISUALIZE
By manipulating digital simulations and using Modeling Tools to craft visualizations of their thinking—just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.

Explore the digital Teacher’s Guide

When you’re ready to review, click the orange button below and use your provided login credentials to access the Amplify Science Digital Teacher’s Guide.
If you need login credentials, contact your local Arkansas Account Executive, Marty Pitts, mpitts@amplify.com.

Review now

Instructional samplers

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Resources to support your review

What’s included

Flexible resources that work seamlessly together:

Science articles
The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.

Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks provide space for students to:

  • Record data.
  • Reflect on ideas from texts and investigations.
  • Construct explanations and arguments.

Available with full-color article compilations for middle school units.

Collection of educational books from 'amplify science' on topics including ocean atmosphere, matter and energy ecosystems, and insect interactions, displayed in various angles.

Digital student experience
Students access the digital simulations and Modeling Tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:

  • Conduct hands-on investigations.
  • Engage in active reading and writing activities.
  • Participate in discussions.
  • Record observations.
  • Craft end-of-unit scientific arguments.
A digital illustration showcasing a laptop and a tablet displaying complex data analysis software interfaces with graphs and heatmaps.

Teacher’s Guides
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:

  • Classroom Slides.
  • Detailed lesson plans.
  • Unit and chapter overview documentation.
  • Differentiation strategies.
  • Standards alignments.
  • In-context professional development.
A laptop displaying the Geology on Mars webpage sits beside a book titled "Geology on Mars," both featuring the same cover image of Mars and a spacecraft, perfect for enhancing three-dimensional learning in any science classroom.

Hands-on materials kits
Hands-on learning is at the heart of Amplify Science. Each unit kit contains:

  • Consumable and non-consumable hands-on materials.
  • Print classroom display materials.
  • Premium print materials for student use (sorting cards, maps, etc.)
A perforated rectangular board, three small containers with different powders, a black battery holder with red wires, and three colored alligator clips are arranged on a white background.

Scope and Sequence

Grade Units

Kindergarten
  • Needs of Plants and Animals
  • Pushes and Pulls
  • Sunlight and Water

Grade 1
  • Animal and Plant Defenses
  • Light and Sound
  • Spinning Earth

Grade 2
  • Plant and Animal Relationships
  • Properties of Materials
  • Changing Landforms

Grade 3
  • Balancing Forces
  • Inheritance and Traits
  • Environments and Survival
  • Weather and Climate

Grade 4
  • Energy Conversions
  • Vision and Light
  • Earth’s Features
  • Waves, Energy, and Information

Grade 5
  • Patterns of Earth and Sky
  • Modeling Matter
  • The Earth System
  • Ecosystem Restoration
Grade Units

Grade 6
  • Launch: Microbiome
  • Metabolism
  • Metabolism Engineering Internship
  • Traits and Reproduction
  • Thermal Energy
  • Ocean, Atmosphere, and Climate
  • Weather Patterns
  • Earth’s Changing Climate
  • Earth’s Changing Climate Engineering Internship

Grade 7
  • Launch: Geology on Mars
  • Plate Motion
  • Plate Motion Engineering Internship
  • Rock Transformations
  • Phase Change
  • Chemical Reactions
  • Populations and Resources
  • Matter and Energy in Ecosystems

Grade 8
  • Launch: Harnessing Human Energy
  • Force and Motion
  • Force and Motion Engineering Internship
  • Magnetic Fields
  • Light Waves
  • Earth, Moon and Sun
  • Natural Selection
  • Natural Selection Engineering Internship
  • Evolutionary History

Remote and hybrid learning support

Amplify provides a remote learning solution called Amplify Science @OnDemand. Intended to make extended remote learning and hybrid learning easier, Amplify Science @OnDemand includes two useful options for continuing instruction: @OnDemand Videos and @OnDemand Units. These videos also provide embedded professional development for teachers as well as opportunities for students to review a lesson, if needed.

Amplify Science @OnDemand Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home. These videos will be produced for all K–5 units, and for the first four units of each 6–8 grade level. Their release will be rolling, beginning in August.   

Amplify Science@OnDemand Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @OnDemand Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. @OnDemand Units will be developed for all Amplify Science K–8 units. Each @OnDemand unit includes:

  • Teacher overviews explaining how to use the materials, including suggestions for enhancing the @OnDemand Units if synchronous learning or in-class time with students is available.
  • Overviews to send home to families.

Student materials are available in two formats:

  • @OnDemand Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home.
  • Downloadable @OnDemand Packets (PDF) for students without access to technology at home.

Download the remote and hybrid learning guide.

Looking for help?

Powerful (and free!) pedagogical support

Amplify provides a unique kind of support you won’t find from other publishers. We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:

  • Guidance for developing lesson plans and intervention plans.
  • Information on where to locate standards and other planning materials.
  • Recommendations and tips for day-to-day teaching with Amplify programs.
  • Support with administering and interpreting assessment data and more.

To reach our pedagogical team, use our live chat within your program, call (800) 823-1969, or email edsupport@amplify.com

Timely technical and program support

Our technical and program support is included and available from 7 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.

For your most urgent questions:

  • Use our live chat within your program.
  • Call our toll-free number: (800) 823-1969.

For less urgent questions:

Email support

Contact your Arkansas representative:

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Marty Pitts

Senior Account Executive
mpitts@amplify.com
(214) 945-5544

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Mark Ramos

Inside Account Executive
mramos@amplify.com
(737) 308-4822

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Careers

We’re looking for innovators and optimists to join us in developing next-generation curriculum and assessment programs for K–12 schools.

View open positions

Who we are

Remote first. Brooklyn based. In person sometimes. Amplify is powered by a collaborative team of education, technology, and creative professionals who develop next-generation programs that inspire teachers and students to do their best work.  Apply for one of our open positions.

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People and culture

Amplify is a purpose-driven community where cross-functional teams work together to create high-quality programs.

Share our view.

With headquarters in Brooklyn’s DUMBO neighborhood, we’re at the center of New York’s thriving tech and creative community.

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Get inspired.

We take an agile approach that enables us to adapt our programs to the needs of teachers and students. Collaboration helps us stay innovative.

Meet the team.

Our common purpose drives us to work across disciplines to develop next-generation solutions for the classroom. Meet some of our team members.

Meet the team
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Leadership

Amplify’s leadership includes executives and board members from the fields of education, technology, design, business, and media.

Our team

Hiring practices

We hire and develop people with the broadest range of talents, life stories, and experiences, and together we build a cohesive team. We follow fair hiring practices and create an environment where team members feel valued, empowered, and heard.

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Amplify workplace awards

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Best fully remote places to work

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The most transformational growth co…

Tech & Learning Awards of Excellence 2023 Back to School badge for Primary Education Winner.

Excellence in back to school 2023

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Top 100 companies hiring hybrid job…

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Inclusion is at the core of what we…

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Building a workplace that supports…

What we offer

Amplify employees report feeling engaged and eager to come to work every day. They’re motivated by our mission of improving the lives of teachers and students. And learning isn’t just for the students we serve—we are dedicated to providing our employees opportunities for ongoing growth. Explore our benefits in detail.

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Full benefits

Our health insurance options include health, dental, and vision coverage for spouses, domestic partners, and children—effective on your date of hire. We make a generous contribution to all employee HSA plans, which can be used to cover eligible health expenses. We offer unlimited paid time off, a 401(k) plan with an employer match, long- and short-term disability, and employer-sponsored employee life insurance. We offer paid parental leave, backup childcare and backup eldercare. On top of all that, we also provide our full-time employees with a robust voluntary benefits program that includes coverage options for everyone in the family, including pets.

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Opportunities for inspiration

Amplify believes in the importance of supporting charitable nonprofits in the communities where we live and work. We encourage employees to support organizations that promote the welfare of children and families in the areas of education, health, and social services. One way for employees to give back is through our Volunteer Time Off program, which allows employees to take 16 hours each year to contribute to an eligible charitable or nonprofit organization.

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Tuition reimbursement

Full-time employees who are enrolled in an accredited college or university course related to their areas of work are eligible to receive tuition reimbursement.

We’re hiring.

Want to use your talents to make a real difference—and have fun doing it? Come join us.

View open positions