以下是Amplify幼儿园课程中三个单元的介绍. 

植物和动物的需要:马利筋和帝王蝶. Students help a group of children figure out why there are no more monarch caterpillars in a community garden and how to bring them back. 学生们进行动手调查，找出植物生存和茁壮成长需要什么. 他们提出问题并了解一起生活在一个栖息地的植物和动物系统. 他们通过阅读和分析照片来找出生物生命周期的模式. 

推和拉:设计弹球机. Students take on the role of pinball machine engineers as they explore the effects of forces on the motion of an object. They consider cause and effect and structure and function as they design and build their own pinball machines. 他们用数学思维分析测试数据. 学生们还收集了在他们学校工作的力量的证据. 

阳光和天气:解决操场问题. Students work to solve the problem of why students at one fictional school are too cold during morning recess while students at another school are too hot during afternoon recess. They develop and use models to gather evidence about the effect of sunlight (energy) on Earth’s surface (matter) and how flooding during wet weather can be avoided. 他们收集当地天气数据并使用尺度概念, 比例, 用数量来解释. 

以下是Amplify一年级课程中三个单元的介绍.

动植物防御:尖刺，贝壳和伪装. Students advise an aquarium director by helping answer young visitors’ questions about Spruce the Turtle, 谁将很快被放回大海. 他们调查了云杉和她的后代如何在海洋中生存, 特别是鲨鱼生活在这个地区. Students obtain information from videos and science books about how plants and animals survive and about parents and offspring. Students 使 physical models and write explanations to show what they learn about the structure and function of animal defenses.

光与声:木偶剧工程师. 学生扮演灯光和音响工程师，为木偶戏设计和创造一个场景. 学生提出问题，并努力定义他们被要求解决的设计问题. 他们找出了与光有关的因果关系, 阴影, 并通过亲自调查和阅读科学书籍来完善. 他们使用第一手证据和书本上的证据来支持他们的观点.

旋转的地球:调查天空中的模式. 扮演着天空科学家的角色, students work to understand why the sky looks different to a young boy and to his grandma when they talk on the phone in the evening. Students plan and conduct investigations and find patterns in data to figure out what causes nighttime and daytime, 以及太阳在天空中位置的变化. 从系统的角度思考可以帮助学生理解地球/太阳系统.

以下是二年级Amplify课程中三个单元的介绍. 

植物和动物的关系:调查系统在孟加拉森林. 查塔果、大象和粪便之间有什么联系? Students find out as they investigate an authentic mystery that occurred in a broadleaf forest habitat in northeastern India. They plan and conduct investigations to figure out what plants need to grow and ways that many plants rely on animals to disperse their seeds. Students use mathematical thinking and concepts of 比例 and quantity to 使 sense of their measurements and other data. They construct scientific explanations about how the parts of the Bengali forest work together as a system.

材料性能:设计胶. 学生扮演胶水工程师的角色，设计并测试在学校使用的胶水. 他们找出了与加热和冷却材料有关的因果关系, 找到物质和混合物的性质规律. Students 使 arguments about effective glue recipes using the evidence they have gathered from investigations and science texts.

变化的地貌:消失的悬崖. Students act as geologists helping a recreation center director understand what is happening to a nearby cliff, 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, and use hands-on models to figure out how small-scale changes to landforms can add up to large-scale changes over long periods of time. 因为他们获得了有关侵蚀的信息, 他们发现，短期内看起来稳定的岩石实际上会随着时间的推移发生很大变化. 他们创建图表来传达他们的发现.

以下是三年级Amplify课程中三个单元的介绍.  

平衡力:调查浮动列车. Scientists and engineers have figured out a way to build a train that actually floats on air as it goes cruising down the track at high speeds. Students work to explain how this train works in order to reassure residents of a town that the train is safe. 学生们想出关于磁力的概念, 重力, 以及力如何使物体的运动改变或保持稳定. 他们通过制作数字模型和物理模型以及写解释来交流他们的想法.

环境与生存:蜗牛、机器人和仿生学. 学生扮演研究蜗牛种群的仿生工程师的角色. 他们分析数据，以找出为什么有些生物更有可能在他们的环境中生存. They think about the systems made of organisms and the environment in which the organisms live to understand how the environment affects organisms’ likelihood of survival. 学生运用所学到的动物身体部位的结构和功能进行规划, 使, 以及解决问题的测试设计, 比如可以移除并碾碎入侵植物的机器人.  

天气和气候:建立猩猩保护区. 气象学家的角色, students investigate weather and climate patterns in order to 使 scientific arguments about where to establish an orangutan reserve. 他们用数学思维来发现天气数据中的模式, 考虑规模, 比例, 和数量，因为他们学会了可靠地测量天气. 他们还定义并解决与自然灾害相关的工程问题.

以下是放大四年级课程中三个单元的介绍.

能源转换:在厄格斯敦停电. 学生们扮演了厄斯敦系统工程师的角色, 一个经常停电的虚构小镇, 并探索电气系统可能失灵的原因. 他们从科学书籍和系统模型中获取信息，以了解能量的类型, 能源, 能量转移, 能量转换. They define engineering problems related to the town’s electrical system and design wind turbines using what they have learned about energy and matter.

地球的特征:沙漠岩石峡谷的奥秘. 地质学家的角色, 学生调查化石和发现化石的地区的地质历史. Students write scientific arguments about how the fossil formed and what the environment of that area was like in the past. 他们通过寻找岩层的模式来为自己的论点收集证据, 阅读科学书籍, 使用数字和物理模型. They analyze rock layers to draw conclusions about times of stability and times of change in the environments of a particular place.

波浪，能量和信息:调查海豚如何交流. Students take on the role of marine scientists investigating how bottlenose dolphin mothers and their calves use patterns of sound to communicate across distances. 学生提出关于声音的问题，并从物理模型和数字模型中收集证据. 他们在纳米尺度上研究声波，也研究声音的可观察性质, 比如音量和音高. 他们用数学思维来理解波的波长和振幅.

以下是放大五年级课程中三个单元的介绍. 

地球和天空的模式:分析古代器物上的星星. 学生们扮演着天文学家的角色, 帮助一队考古学家解释最近发现的, 一件缺失了一块的千年文物. 学生们用数学思维来理解天空中的图案, which they figure out by using physical and digital models and obtaining information from science books. They plan and conduct investigations to figure out how the spin and orbit of our planet are the cause of the daily and yearly patterns of stars we see in the sky.

建模问题:食物的化学. 食品科学家的角色, 学生们的工作是在食用色素混合物中识别一种潜在的有害食用染料, 然后制作一种口感好，视觉上吸引人的沙拉酱. They engage in hands-on investigations and use physical and digital models to gather evidence about mixtures at the observable scale and at the scale of molecules. 他们开发可视化模型，并撰写关于混合物的解释, 包括它们是否可能改变或保持稳定.

生态系统恢复:热带雨林的物质和能量. Students take on the role of ecologists to figure out why a reforested section of the Costa Rican rain forest ecosystem is failing—the jaguars, 树懒, 该地区的柏树也没有生长茂盛. Students use a digital model and terrariums as models to figure out the ways that animals and plants in an ecosystem get the matter and energy they need to grow. 他们分析生态系统的数据, and use evidence to 使 scientific arguments about what is causing the problem and to design restoration plans to address it.