Below are descriptions of the three units in kindergarten Amplify curriculum. 

植物和动物的需要:马利筋和帝王蝶. 学生们帮助一群孩子弄清楚为什么社区花园里不再有帝王蝶毛虫，以及如何把它们带回来. Students conduct hands-on investigations to figure out what plants need in order to live and thrive. They ask questions and learn about the system of plants and animals that live together in a habitat. They figure out patterns in the life cycles of living things by reading and analyzing photographs. 

推和拉:设计弹球机. 学生扮演弹球机工程师的角色，探索力对物体运动的影响. 他们在设计和制造自己的弹球机时考虑因果关系、结构和功能. They analyze data from their tests using mathematical thinking. Students also gather evidence of forces at work in their school. 

阳光和天气:解决操场问题. 学生们努力解决为什么一所虚构学校的学生在上午课间休息时太冷，而另一所学校的学生在下午课间休息时太热的问题. 他们开发并使用模型来收集关于阳光(能量)对地球表面(物质)影响的证据，以及如何在潮湿天气中避免洪水. They gather local weather data and use concepts of scale, 比例, 用数量来解释. 

Below are descriptions of the three units in 1st grade Amplify curriculum.

Animal and Plant Defenses: Spikes, Shells, and Camouflage. 学生们通过帮助回答年轻游客关于云杉海龟的问题，为水族馆主任提供建议, 谁将很快被放回大海. They investigate how Spruce and her offspring can survive in the ocean, 特别是鲨鱼生活在这个地区. 学生们从视频和科学书籍中获取有关植物和动物如何生存以及父母和后代的信息. 学生制作物理模型并写出解释，以展示他们所学到的动物防御系统的结构和功能.

光与声:木偶剧工程师. Students act as light and sound engineers to design and create a scene for a puppet show. Students ask questions and work to define the design problems they are asked to solve. They figure out cause-and-effect patterns related to light, 阴影, and sound by conducting hands-on investigations and 阅读科学书籍. They use both firsthand evidence and evidence from books to support their ideas.

旋转的地球:调查天空中的模式. 扮演着天空科学家的角色, 学生们努力理解为什么当一个小男孩和他的奶奶在晚上打电话时，天空看起来不同. 学生们计划并进行调查，并在数据中找到模式，以找出造成夜间和白天的原因, 以及太阳在天空中位置的变化. Thinking in terms of systems helps students 使 sense of the Earth/sun system.

Below are descriptions of the three units in 2nd grade Amplify curriculum. 

Plant and Animal Relationships: Investigating Systems in a Bengali Forest. What is the connection between chalta fruit, elephants, and droppings? 学生们在调查发生在印度东北部阔叶林栖息地的真实谜团时，就会找到答案. 他们计划并进行调查，以弄清楚植物需要生长什么，以及许多植物依赖动物传播种子的方式. 学生使用数学思维和比例和数量的概念来理解他们的测量和其他数据. 他们构建了关于孟加拉森林各部分如何作为一个系统一起工作的科学解释.

材料性能:设计胶. Students take on the role of glue engineers and design and test a glue for use at their school. They figure out cause-and-effect relationships related to heating and cooling materials, and find patterns in the properties of substances and mixtures. 学生们利用他们从调查和科学课本中收集到的证据来论证有效的胶水配方.

变化的地貌:消失的悬崖. 学生扮演地质学家，帮助娱乐中心主任了解附近悬崖的情况, 哪一点似乎发生了变化. 他们问一些关于地形的问题, 水, 和风力, 并使用动手模型来弄清楚地形的小规模变化如何在很长一段时间内累积成大规模的变化. 因为他们获得了有关侵蚀的信息, they figure out how rock that appears stable in the short-term can actually change a lot over time. 他们创建图表来传达他们的发现.

Below are descriptions of the three units in 3rd grade Amplify curriculum.  

平衡力:调查浮动列车. 科学家和工程师们已经找到了一种方法来建造一辆实际上漂浮在空中的火车，当它在轨道上高速巡航时. 学生们努力解释这列火车是如何工作的，以便让镇上的居民放心，火车是安全的. 学生们想出关于磁力的概念, 重力, and how forces can cause an object’s movement to change or stay stable. They communicate their ideas by making digital and physical models and by writing explanations.

Environments and Survival: Snails, Robots, and Biomimicry. Students play the role of biomimicry engineers studying a population of snails. They analyze data to figure out why some organisms are more likely to survive in their environment. 他们思考由生物体组成的系统和生物体生存的环境，以了解环境如何影响生物体的生存可能性. Students apply what they learn about the structure and function of animals’ body parts to plan, 使, 以及解决问题的测试设计, such as a robot that can remove and grind up invasive plants.  

Weather and Climate: Establishing an Orangutan Reserve. 气象学家的角色, 学生们调查天气和气候模式，以便就在哪里建立猩猩保护区进行科学论证. They use mathematical thinking to find patterns in weather data, 考虑规模, 比例, and quantity as they learn to 使 reliable measurements of weather. They also define and work to solve an engineering problem related to natural hazards.

Below are descriptions of the three units in 4th grade Amplify curriculum.

能源转换:在厄格斯敦停电. Students take on the role of systems engineers for Ergstown, 一个经常停电的虚构小镇, and explore reasons why an electrical system may fail. They obtain information from science books and system models to learn about types of energy, 能源, 能量转移, 能量转换. 他们定义了与城镇电力系统相关的工程问题，并利用他们所学到的能源和物质知识设计了风力涡轮机.

地球的特征:沙漠岩石峡谷的奥秘. 地质学家的角色, students investigate a fossil and the geologic history of the area where the fossil was found. 学生们就化石是如何形成的以及该地区过去的环境是什么样子写科学论据. They gather evidence for their arguments by finding patterns in rock layers, 阅读科学书籍, 使用数字和物理模型. 他们通过分析岩层，得出某一特定地区环境的稳定时期和变化时期的结论.

Waves, Energy, and Information: Investigating How Dolphins Communicate. 学生们扮演海洋科学家的角色，研究宽吻海豚母亲和它们的幼崽如何使用声音模式进行远距离交流. Students ask questions about sound and gather evidence from physical models and a digital model. They investigate sound waves at the nanoscale and also investigate observable properties of sounds, 比如音量和音高. They use mathematical thinking to 使 sense of the wavelength and amplitude of waves.

Below are descriptions of the three units in 5th grade Amplify curriculum. 

Patterns of Earth and Sky: Analyzing Stars on Ancient Artifacts. 学生们扮演着天文学家的角色, helping a team of archaeologists explain the illustrations on a recently discovered, 一件缺失了一块的千年文物. Students use mathematical thinking to 使 sense of patterns in the sky, 他们通过使用物理和数字模型以及从科学书籍中获取信息来解决这个问题. 他们计划并进行调查，以弄清楚我们星球的自转和轨道是如何导致我们在天空中看到的每日和每年的恒星模式的.

建模问题:食物的化学. 食品科学家的角色, students work to identify a potentially hazardous food dye in a food coloring mixture, then to create a good-tasting and visually appealing salad dressing. 他们从事动手调查，并使用物理和数字模型来收集有关可观察尺度和分子尺度的混合物的证据. They develop visual models and write explanations about mixtures, including whether they are likely to change or remain stable.

Ecosystem Restoration: Matter and Energy in a Rain Forest. 学生们将扮演生态学家的角色，找出哥斯达黎加雨林生态系统中重新造林的部分——美洲虎——正在消失的原因, 树懒, and cecropia trees in the area are not growing and thriving. 学生们使用数字模型和玻璃球箱作为模型，找出生态系统中动物和植物获得生长所需物质和能量的方式. 他们分析生态系统的数据, 并利用证据对导致问题的原因进行科学论证，并设计修复计划来解决问题.