Activity 1
Constellations
Standards:
12.F.1a Identify and describe characteristics of the sun, Earth and moon as familiar objects in the solar system.
26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
After showing various star patterns and introducing their names, students can complete dot-to-dot worksheets to reinforce the lesson.
Art Activity: Have students make their own constellations. On black construction paper, have students draw out the dots that will form a constellation of their choice. Have the students then go back and glue grains of rain on those dots. These are their own constallations!
Supplies: Black construction paper, rice
Activity 2
Mapping the Sun
Standards: 12.F.1a Identify and describe characteristics of the sun, Earth and moon as familiar objects in the solar system.
After discussing that moves to different positions throughout the day, take the class outside to build a sundial. Using natural materials (such as rocks), construct a sundial early one morning. Note the lighting at that time, the shadows, where the light hits the sun dial, and where the sun appears to be in the sky. Bring a compass outside to determine from which direction the sun is rising. Record all of the class's observations. Later in the day (2hrs or so), return to that spot and observe how the lighting has changed. Record this information as well. A few hours later, repeat this observation.
Post: use information to form a graph
Materials: science journal, rocks, compass
Monday, March 2, 2009
Wednesday, February 25, 2009
Geology
Activity #2 (Kindergarten)
“Sorting Rocks”
Materials:
Teacher:
1. Let's Go Rock Collecting, by Roma Gans
2. Large piece of butcher paper for word web
3. Markers
4. Paper Plates
Students:
1. Three rock samples collected as homework the night before.
Description:
1.Gather students for a group discussion about how the rocks they collected are alike and how they are different. This discussion should lead you into the making of your word web.
2.Web can be broken down by size, shape, color, texture, and where found.
3.After completing the word web, have students break into groups of four students. Give four paper plates to each group.
4.Each student will sort the rocks that they collected the night before. They will sort the rocks by the categories in the rock word web, i.e., smooth or rough, shiny or dull, etc. Suggestion: Take the Word Web topics, e.g., size, shape, texture, etc., and put each of these words on a piece of construction paper. Place the first word on the chalkboard and discuss it. You can even demonstrate at a table how to sort according to that attribute. You might want to have the students sort by each attribute together and then when everyone is finished, move on to the next attribute.
5. Students should explain their decisions about how they classified their rocks to the rest of the group, for example, "I put this rock in this circle because it is smooth."
“Sorting Rocks”
Materials:
Teacher:
1. Let's Go Rock Collecting, by Roma Gans
2. Large piece of butcher paper for word web
3. Markers
4. Paper Plates
Students:
1. Three rock samples collected as homework the night before.
Description:
1.Gather students for a group discussion about how the rocks they collected are alike and how they are different. This discussion should lead you into the making of your word web.
2.Web can be broken down by size, shape, color, texture, and where found.
3.After completing the word web, have students break into groups of four students. Give four paper plates to each group.
4.Each student will sort the rocks that they collected the night before. They will sort the rocks by the categories in the rock word web, i.e., smooth or rough, shiny or dull, etc. Suggestion: Take the Word Web topics, e.g., size, shape, texture, etc., and put each of these words on a piece of construction paper. Place the first word on the chalkboard and discuss it. You can even demonstrate at a table how to sort according to that attribute. You might want to have the students sort by each attribute together and then when everyone is finished, move on to the next attribute.
5. Students should explain their decisions about how they classified their rocks to the rest of the group, for example, "I put this rock in this circle because it is smooth."
Astronomy
Activity #2 (1st Grade)
“Be a Planet”
Materials:
For each student:
1. drawing paper
2. crayons or markers
For lesson:
1. book with planet pictures
2. flashlight (not necessary)
Description:
1. Choose a child to be the Sun. Have them come to the front of the class and hold a flashlight to show she provides light and heat.
2. Another student is chosen to be the planet Mercury, perhaps one whose name begins with "M" to help the children remember the name "Mercury." (If no first names are available, a student may be used whose name contains that letter or one who is wearing a color with the same beginning sound, such a violet for Venus.)
3.Continue choosing one child per planet. Have all the students say the new planet name each time a new student goes to the front of the room. You should end up with a line of 10 students: the Sun and the nine planets, from Mercury through Pluto. See if each of the 10 standing students can remember their planet name.
4.They can sit down. Show the students pictures of the planets. You may want to tell a little about each planet, such as Jupiter is the largest, have many moons and a Red Spot that is three times the size of the Earth. The children can each draw a picture of a planet. Emphasize that they are round. Many have moons and several have rings.
“Be a Planet”
Materials:
For each student:
1. drawing paper
2. crayons or markers
For lesson:
1. book with planet pictures
2. flashlight (not necessary)
Description:
1. Choose a child to be the Sun. Have them come to the front of the class and hold a flashlight to show she provides light and heat.
2. Another student is chosen to be the planet Mercury, perhaps one whose name begins with "M" to help the children remember the name "Mercury." (If no first names are available, a student may be used whose name contains that letter or one who is wearing a color with the same beginning sound, such a violet for Venus.)
3.Continue choosing one child per planet. Have all the students say the new planet name each time a new student goes to the front of the room. You should end up with a line of 10 students: the Sun and the nine planets, from Mercury through Pluto. See if each of the 10 standing students can remember their planet name.
4.They can sit down. Show the students pictures of the planets. You may want to tell a little about each planet, such as Jupiter is the largest, have many moons and a Red Spot that is three times the size of the Earth. The children can each draw a picture of a planet. Emphasize that they are round. Many have moons and several have rings.
Plants
Activity #2 (Kindergarten)
“Parts of a Flower”
Materials:
1. Real flower plant
2. Picture of flower plant
3. Markers
4. Paper
Description:
1. Introduce different parts of a flower
· Root - holds the plant in the ground and absorbs water and nutrients from the soil.
· Stem - carries the water and nutrients to the rest of the plant. It also helps support it and direct the leaves towards the sunlight for them to produce the food source for the plant.
· Leaves - make food for the plant
· Flowers - make the seeds to make new flowers
2. Have the students draw their own flower with all four parts.
“Parts of a Flower”
Materials:
1. Real flower plant
2. Picture of flower plant
3. Markers
4. Paper
Description:
1. Introduce different parts of a flower
· Root - holds the plant in the ground and absorbs water and nutrients from the soil.
· Stem - carries the water and nutrients to the rest of the plant. It also helps support it and direct the leaves towards the sunlight for them to produce the food source for the plant.
· Leaves - make food for the plant
· Flowers - make the seeds to make new flowers
2. Have the students draw their own flower with all four parts.
Physics
Activity # 2 (Pre-K)
“The Expanding Balloon”
Materials:
1. Balloon
2. Water (optional)
Description:
1. Explain the terms “expand” and “contract”.
2. Show students how the balloons accomplish both.
3. Blow up a balloon and show the students how a balloon can “fly” when let go. Make music with the balloon by holding the mouth of the balloon between your fingers and let small amounts of air out.
4. You might also fill a balloon with water.
“The Expanding Balloon”
Materials:
1. Balloon
2. Water (optional)
Description:
1. Explain the terms “expand” and “contract”.
2. Show students how the balloons accomplish both.
3. Blow up a balloon and show the students how a balloon can “fly” when let go. Make music with the balloon by holding the mouth of the balloon between your fingers and let small amounts of air out.
4. You might also fill a balloon with water.
Animals
Activity #2 (Kindergarten)
“Animals and their Offspring”
Description:
1. Students will be shown a video on animals and their offspring.
2. Students will look through informational books on animals and their offspring.
3. Students will get in groups. Each group will be assigned an animal and its offspring. The group will draw a picture of the animals and have several characteristics of the animal visible. Then groups will present them to the class.
“Animals and their Offspring”
Description:
1. Students will be shown a video on animals and their offspring.
2. Students will look through informational books on animals and their offspring.
3. Students will get in groups. Each group will be assigned an animal and its offspring. The group will draw a picture of the animals and have several characteristics of the animal visible. Then groups will present them to the class.
Meteorology
Activity #2 (Pre-K)
“Weather Graphing”
Materials:
1. Butcher block paper
2. Markers
Description:
1. Chart the weather everyday.
2. Ask one student to tell me the weather and he/she puts the arrow on the correct place on the weather chart. After that decide on the weather, and then graph the weather. Make a graph on butcher block paper with four columns- sunny, windy, rainy, and snowy. Instead of writing the words, draw a sun, a windy tree, an umbrella, and a snowman, so that a 4 year old will know where the correct column is. Then draw a picture in the correct column.
“Weather Graphing”
Materials:
1. Butcher block paper
2. Markers
Description:
1. Chart the weather everyday.
2. Ask one student to tell me the weather and he/she puts the arrow on the correct place on the weather chart. After that decide on the weather, and then graph the weather. Make a graph on butcher block paper with four columns- sunny, windy, rainy, and snowy. Instead of writing the words, draw a sun, a windy tree, an umbrella, and a snowman, so that a 4 year old will know where the correct column is. Then draw a picture in the correct column.
Ecology
Activity #2 (Kindergarten)
“Making Paper”
Materials:
1. Scrap paper
2. Water
3. Blender,
4. Large mixing bowl
5. Screen
Description:
1. Save classroom paper scraps for several days.
2. Set up blender (or can use a food processor)
3. Explain blender safety: a. only an adult can use the blender because of sharp blades.
4. Save students begin to add a few small scraps of paper into the blender pitcher.
5. Add just enough water to thoroughly soak paper.
6. Place lid on the pitcher and begin blending.
7. After a few seconds, check the mixture. Add water and paper as needed.
8. Empty the pulpy mixture into a bowl.
9. Repeat steps 4 through 8 until bowl is nearly full or until each student has had a turn helping create the mixture.
10. Outside, or over a large basin (a water table is ideal!)pour and spread the pulp in the bowl over the screen.
11. Place the screen outside or in a warm, dry area for several hours. (Overnight is best!)
12. After several hours, touch the screen to see if the pulp is dry.
13. When pulp is dry, slowly peel the paper off the screen.
14. Cut the paper into small squares for each student.
“Making Paper”
Materials:
1. Scrap paper
2. Water
3. Blender,
4. Large mixing bowl
5. Screen
Description:
1. Save classroom paper scraps for several days.
2. Set up blender (or can use a food processor)
3. Explain blender safety: a. only an adult can use the blender because of sharp blades.
4. Save students begin to add a few small scraps of paper into the blender pitcher.
5. Add just enough water to thoroughly soak paper.
6. Place lid on the pitcher and begin blending.
7. After a few seconds, check the mixture. Add water and paper as needed.
8. Empty the pulpy mixture into a bowl.
9. Repeat steps 4 through 8 until bowl is nearly full or until each student has had a turn helping create the mixture.
10. Outside, or over a large basin (a water table is ideal!)pour and spread the pulp in the bowl over the screen.
11. Place the screen outside or in a warm, dry area for several hours. (Overnight is best!)
12. After several hours, touch the screen to see if the pulp is dry.
13. When pulp is dry, slowly peel the paper off the screen.
14. Cut the paper into small squares for each student.
Humans (Anatomy)
Activity # 2 (1st Grade)
“Connecting Body Parts”
Materials:
1. Copies of body parts
2. Markers
3. Scissors
4. Glue
5. Construction paper
Description:
1. Distribute a piece of construction paper and the copies of the body parts to the students.
2. Write the names of the body parts (not face parts) on the board and have them label their pictures. Let them color the eyes, hair, and clothing and then carefully cut them out, placing them on their construction paper as they do so.
3. Place the transparency pieces of the body and face parts on the overhead and ask two students to come up and assemble them. Leave the overhead projector light off as they do this and have the students assemble their body and face parts on their construction paper. Once all students have put their bodies together, turn on the overhead projector so they can see if they agree with the arrangement.
“Connecting Body Parts”
Materials:
1. Copies of body parts
2. Markers
3. Scissors
4. Glue
5. Construction paper
Description:
1. Distribute a piece of construction paper and the copies of the body parts to the students.
2. Write the names of the body parts (not face parts) on the board and have them label their pictures. Let them color the eyes, hair, and clothing and then carefully cut them out, placing them on their construction paper as they do so.
3. Place the transparency pieces of the body and face parts on the overhead and ask two students to come up and assemble them. Leave the overhead projector light off as they do this and have the students assemble their body and face parts on their construction paper. Once all students have put their bodies together, turn on the overhead projector so they can see if they agree with the arrangement.
Chemistry
“Growing Mold”
Materials:
1. Plastic food containers with lids
2. Duct tape
3. Scrap of bread, cheese, lemon or lime (and other food items that the group may want to observe)
4. Chart paper and drawing paper
5. Markers, colored pencils
6. Camera
Description:
1. Invite children to share what they know about mold or what they think mold is.
2. Divide them into small groups. Give each group two different types of food items to prepare. Ask them to place one dampened food item (like a piece of bread) in one container and the same food item, not dampened, into another container. Ask children to tape the container lids so that they are airtight, and label the containers to identify the damp and dry food items.
3. Bring the groups together and ask them to predict what will happen to the different food items. Which items do they think will get moldy the fastest? Will wet items develop mold faster than dry items? How many days will it take for the mold to begin to appear on each food item? Record their predictions.
4. Provide time for groups to observe the different foods each day. Assist children in recording their observations by using their calendars, creating observational drawings and photographing the development of mold
Materials:
1. Plastic food containers with lids
2. Duct tape
3. Scrap of bread, cheese, lemon or lime (and other food items that the group may want to observe)
4. Chart paper and drawing paper
5. Markers, colored pencils
6. Camera
Description:
1. Invite children to share what they know about mold or what they think mold is.
2. Divide them into small groups. Give each group two different types of food items to prepare. Ask them to place one dampened food item (like a piece of bread) in one container and the same food item, not dampened, into another container. Ask children to tape the container lids so that they are airtight, and label the containers to identify the damp and dry food items.
3. Bring the groups together and ask them to predict what will happen to the different food items. Which items do they think will get moldy the fastest? Will wet items develop mold faster than dry items? How many days will it take for the mold to begin to appear on each food item? Record their predictions.
4. Provide time for groups to observe the different foods each day. Assist children in recording their observations by using their calendars, creating observational drawings and photographing the development of mold
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