Specials' Time:
Embedded Files
1st Sci/Eng Lab
Gomez
Gomez
Lehman
Lehman
Rush
Rush
#22: Mystery Science - Plant & Animal Superpowers, Lesson 5: Plant Survival & Engineering
#22: Mystery Science - Plant & Animal Superpowers, Lesson 5: Plant Survival & Engineering
Learning Target: Why don't trees blow down in the wind?
Success Criteria: I can examine structures like roots, branches, and leaves that keep trees from blowing down.
Supplies: Per student, Umbrella Top and Plastic Straw (bendable).
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration [18-minutes], discuss wonderings. During Hands-On Activity [40-minutes], Wind-Proof Umbrella, use your observations to create your own tree-inspired umbrella that stays up in the wind. Watch and discuss Wrap-Up [2-minutes]. Have fun and stay curious!
#23: Mystery Science - Plant & Animal Superpowers, Lesson 6: Plant Movement & Survival
#23: Mystery Science - Plant & Animal Superpowers, Lesson 6: Plant Movement & Survival
Learning Target: What do sunflowers do when you're not looking?
Success Criteria: I can discover what happens when Jin plants some sunflowers in a sunny spot and some in a shady spot, then watches to see which grow best, and figures out why.
Supplies: Per student, Sunflower Coloring Page.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along [25-minutes], discuss wonderings. Next, you can stand up and pretend to be sunflowers, turning your face to the sun as young sunflowers do. During Hands-On Activity [15-minutes], Plants on the Move, observe that plants respond to light by bending toward the light source. Then, watch and discuss How Do Sunflowers Face The Sun? Finally, color your sunflower and act out moving toward the light as the light sources change. Have fun and stay curious!
1-PS1-1 Sound can make matter vibrate and vibrating matter can make sound.1-LS2-1 All organisms have external parts that they use to perform daily functions.1-LS2-2 Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind.1-ESS3-1 Patterns of movement of the sun, moon and stars as seen from Earth can be observed, described and predicted.
#21: Mystery Science - Plant & Animal Superpowers, Lesson 4: Inheritance & Variation of Traits
#21: Mystery Science - Plant & Animal Superpowers, Lesson 4: Inheritance & Variation of Traits
Learning Target: Why do family members look alike?
Success Criteria: I can notice that baby animals look a lot like the adults in their families—and then discover that Amy does, too!
Supplies: Per student, Baby Animal and Parent Animal Cards in ZipLoc.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Aloud [25-minutes], discuss wonderings. Complete a short exercise where you get moving by acting like farm animals. During Hands-On Activity [20-minutes], Matchup Game, you work to match pictures of animals with their babies by acting. Discuss the sounds that different animals make. (Don't forget — babies and parents may not make the same sound!) Game Directions: Play with your table partner. Stack your cards randomly upside down. Carefully look at your top card so your partner can't see it. No talking. Make the animal's sound while your partner guesses. Take turns. Group families together as your partner guesses correctly. If incorrect, bury the card in the stack to try again. During asynchronous (AT HOME) learning, teach and play the Matchup Game with your family. Have fun and stay curious!
#20: Mystery Science - Plant & Animal Superpowers, Lesson 3: Camouflage & Animal Survival
#20: Mystery Science - Plant & Animal Superpowers, Lesson 3: Camouflage & Animal Survival
Learning Target: Why are polar bears white?
Success Criteria: I can make observations to construct an explanation of why camouflage is helpful to animals.
Supplies: Color A Moth printout & Look For Moths worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration [17-minutes], discuss wonderings. During Hands-On Activity [25-minutes], Moth Hide and Seek, students test their ability to spot camouflage moths, and then design a camouflage pattern for a moth of their own! Watch and discuss Wrap-Up (8-minutes). If time, watch and discuss Camouflaged Octopus Makes Marine Biologist Scream. Have fun and stay curious!
#19: Mystery Science - Plant & Animal Superpowers, Lesson 2: Animal Behavior & Offspring Survival
#19: Mystery Science - Plant & Animal Superpowers, Lesson 2: Animal Behavior & Offspring Survival
Learning Target: Why do baby ducks follow their mother?
Success Criteria: I can discover ways animal parents help their offspring.
Supplies: Per student, Parents Helping Offspring worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along [25-minutes], discuss what happens when Juan Carlos visits his grandmother who has a backyard full of ducks. During Hands-On Activity [20-minutes], you get moving by acting like ducks. If time, extend the lesson watching and discussing What’s Going On? and Animal Parents videos. Discover ways and draw pictures of animal parents helping their offspring. Have fun and stay curious!
#18: Mystery Science - Plant & Animal Superpowers, Lesson 1: Animal Structures & Survival
#18: Mystery Science - Plant & Animal Superpowers, Lesson 1: Animal Structures & Survival
Learning Target: Why do birds have beaks?
Success Criteria: I can investigate to determine the relationship between the shape of different bird beaks and the food each bird eats.
Supplies: Per student, Bird Beaks worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration [15-minutes], discuss wonderings. Watch Hands-On Activity introduction only then complete your Bird Beaks worksheet. Instead, divide back of worksheet into four boxes. Watch Beaks: Bird Feeding Adaptions and draw a different beak shape eating into each box. Watch how long pointy beaks are great for picking up seeds and wide flat beaks are good for scooping. Pair-share drawings. You discover that different beaks are best for different kinds of food. Watch and discuss Wrap-Up [5-minutes]. If time, listen to read-aloud Animals on the Farm: Duck. Have fun and stay curious!
#17: Mystery Science - Spinning Sky, Lesson 6: Stars & Seasonal Patterns (Lab 6/6)
#17: Mystery Science - Spinning Sky, Lesson 6: Stars & Seasonal Patterns (Lab 6/6)
Learning Target: How can stars help you if you get lost?
Success Criteria: I can explore Ryan’s camping trip with his dad includes a night of stargazing, and a mystery to solve.
Supplies: Per student, 1/2 page Sky Sheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along [11-minutes], discuss wonderings. During the Hands-On Activity [25-minutes], complete a short exercise where you imagine what you might see looking through a telescope. Next, listen and learn the Cardinal Directions Song. Then, extend the lesson with, Where Is North?, that helps you learn the cardinal directions. Discuss:
To go to the front of the room, which direction would you walk: North, South, East, or West?
Which direction would you walk to go toward the clock?
What is closest to the west wall of the classroom?
Suppose you could walk through the wall labeled North and keep on walking in a straight line. Discuss:
Where would you end up if you kept walking North?
Where would you end up if you kept walking South?
Finally, while drawing a detailed picture of the North Star (Polaris) and the Big Dipper (Ursa Major) listen to read-aloud How to Catch a Star by Oliver Jeffers and A Hundred Billion Trillion Stars. If time, use SkyView App. Have fun and stay curious!
#16: Mystery Science - Spinning Sky, Lesson 5: Stars & Daily Patterns (Two Labs)
#16: Mystery Science - Spinning Sky, Lesson 5: Stars & Daily Patterns (Two Labs)
Learning Target: Why do the stars come out at night?
Success Criteria: I can use a model to investigate why the stars are visible at night but disappear when the Sun comes out during the day.
Supplies: Per student, star clock pattern, paper fastener.
Activity Directions: Lab #1: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration [11-minutes], discuss wonderings. During the activity demonstration [25-minutes], Star Projector, your teacher uses a paper cup to project stars onto a sky picture, and you observe what happens to these stars when a flashlight acts as a model of the Sun. Watch Wrap-Up [4-minutes]. Next, watch this National Geographic video showing how the night sky looks from places with different levels of light pollution. Next, what gets hidden by light pollution? Watch a professional astronomy photographer who takes you out of the city to see the stars. Finally, watch The Today Show showing how a small Colorado mountain town redesigned its lights to cut down on light pollution. Introduce and show App SkyView to search for constellations and planets.
Lab #2: Create your own star clock so you can tell the time at night and predict when different constellations will be visible! Then, practice using clock with Ursa Major - The Big Dipper video. If time, watch and discuss All About Auroras. Stay curious!
#15: Mystery Science - Spinning Sky, Lesson 4: Daylight & Seasonal Patterns
#15: Mystery Science - Spinning Sky, Lesson 4: Daylight & Seasonal Patterns
Learning Target: Why do you have to go to bed early in the summer?
Success Criteria: I can wonder why Arushi has to go to bed while the sun is still up, and learn that the sun stays up longer on some days than others.
Supplies: Per Student, Match the Season to the Day Length worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along [25-minutes], discuss wonderings then get moving by acting out a bedtime routine. Next, extend the lesson with Summer Sunshine on the SmartBoard to practice reading skills. Then, read and color Match the Season to the Day Length. If time, watch SciShow Kids - The Longest Day of the Year: The Solstice! to discover what the 'longest day of the year' really means. To celebrate Valentine's Day, listen to Awnie's Read Aloud: A CRANKENSTEIN VALENTINE by Samantha Berger and Dan Santat and Awnie's Read Aloud: HEDGEHOG HEART by James Antoniou and Nikki Slade Robinson. Have fun!
Learning Target: How can the Sun help you if you're lost?
Success Criteria: I can develop a model of the sun’s daily path across the sky, then use this model to help someone who’s lost.
Supplies: Per student, handout, paper fastener.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration [12-minutes], discuss wonderings. Follow the Hands-On Activity directions to make a Sun Finder where you create a mobile paper model of the sun and earth to illustrate the position of the sun throughout the day. If time, listen to read-aloud [start at 0:30]: The Sun is My Favorite Star, by Frank Asch, where a child notices how the sun touches her life from when she wakes up to when she goes to bed. Have fun!
Learning Target: What does your shadow do when you're not looking?
Success Criteria: I can explores why her shadow changes over the course of a day at the beach.
Supplies: Per student, chalk (optional).
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along [25-minutes], discuss wonderings. Watch the Hands-On Activity directions to act out the movement of shadows with your body. If time, extend the lesson with Trace Your Shadow--trace your shadows using colored chalk and track the shadow’s changes throughout the day OR trace the shadow of an object at different times throughout the day. Have fun!
Learning Target: Could a statue's shadow move?
Success Criteria: I can investigate what it takes to make a stationary object’s shadow move.
Supplies: Per student, paper gnome, shadow pattern, crayons, glue stick,
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration [7-minutes], discuss wonderings. Watch the Hands-On Activity directions to build your Moving Shadow model then practice with your model. While observing, relate these observations to shadows changing throughout the day and the Sun’s position moving across the sky. Watch Wrap-Up [3-minutes].
During asynchronous (AT HOME) learning, watch the Hands-On Activity introduction, then using a flashlight with your paper gnome explore how moving the position of a light makes shadows move. EXTRA: Watch Read-Aloud: What Makes a Shadow? by Clyde Robert Bulla. This book is a simple, well-illustrated explanation that introduces you to the fun of making shadows of your own. Have fun!
Learning Target: How could you send a secret message to someone far away?
Success Criteria: I can practice using light to communicate information.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration [17-minutes], get up and do something, look for clues, or stop to talk about ideas. Watch the Hands-On Activity introduction then play Color Codes in the dark with a flashlight. Answer the following questions: Can you send messages using only light? Can you send more than three messages using only three colors? What ideas do you have? Watch Wrap-Up [3-minutes].
During asynchronous (AT HOME) learning, build a device by watching the Hands-On Activity Directions that solves the problem of communicating over a distance. Send secret messages to a family member using light and colored markers. Watch Fireflies: Nature's Baffling Blinkers to learn everything you want to know about fireflies. Have fun!
Learning Target: How do boats find their way in the fog? [Click the question to listen to the Mystery Science Digital Book]
Success Criteria: I can discover how the sights and sounds on the bay can help boats find their way.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Digital Book [25-minutes], get up and do something, look for clues, or stop to talk about ideas. Play the Hands-On Activity by clapping. Experiment by navigating by sights and sounds while pretending to be boats.
During asynchronous (AT HOME) learning, play Red Light/Green Light and Sound Card Challenge games with your family [directions below]. Like cars on a road, boats on a bay use color and sound to find their way around. Explore your own skills of watching and listening then practice some of the sound words you hear every day.
Red Light/Green Light - Directions: This game can be played indoors or outside. The object is to respond to signals--red for stop and green for go. If you have lots of space, you can walk or run toward the person holding up a green sign. If indoors, you can march in place then stop when the person holds up a red sign.
Sound Card Challenge - Directions: Write these five words on index cards or pieces of paper: clap, whistle, tap, snap, stomp. Cover your eyes while someone makes one of these sounds. Then open your eyes, decide which sound you heard, and hold up the card you think has the correct word on it. If there’s disagreement, make the sound again while you watch, then decide if you want to change your guess. Have fun!
Learning Target: Can you see in the dark? [Click the question to listen to the Mystery Science Digital Book]
Success Criteria: I can explore the sources of light around me.
Activity Directions: During synchronous (IN CLASS) learning, [1] WHILE listening to Doug's Digital Book [25-minutes], get up and do something, look for clues, or stop to talk about ideas. [2] Skip the Hands-On Activity. [3] Now let's experiment with seeing in dim light and darkness. Experiment by putting a dark-colored blank over your head and tucking it in around you to make it as dark as the cave. Can you see your hand in front of your face? Why or why not?
During asynchronous (AT HOME) learning, make your bedroom or closet as dark as possible. Sit in the middle of the room then try to read a book OR read words and signs around the room. Can you read them all? Can you identify the colors of the words? Think about which words and signs were the easiest to see in the dark? Which were the hardest? Did you get the colors right? [5] Next, with adult supervision, observe street signs in your neighborhood at night and again in the daytime. Think about the questions above. Is there a difference between being inside and outside? Why or why not? Have fun!
Learning Target: What if there were no windows?
Success Criteria: I can consider materials from the perspective of how much light they let through.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw [1] WHILE listening to Doug's Exploration video [10-minutes], watch and discuss wonderings. [2] This adapted Mystery includes a whole-class sorting challenge where everyone gets to discuss and vote plus an introduction to a coloring activity to test translucent colors.
During asynchronous (AT HOME) learning, complete both of these Activities over the Holidays before January.
FIRST, follow the Seesaw directions to post your completed Activity.
SECOND, in your Learning Tub is a sandwich bag labelled "Sci Lab." In the bag are two pieces of tracing paper. Using colored pencils or markers, draw a festive holiday picture using light and dark colors. Tape your masterpiece to a well-lit window and decide which colors let light through the best and which colors let light through the least. Think about why this happens. Next, using the plastic bag, draw another picture on the bag using markers. Compare your tracing paper picture to your plastic bag picture. Think if the light reacts differently and why. Have fun!
Learning Target: Where do sounds come from?
Success Criteria: I can explore the sounds made by different kinds of instruments, and discover what happens when vibrations start—and when they stop.
Activity Directions: During synchronous (IN CLASS) learning, [1] WHILE listening to Doug's Digital Book [25-minutes], the Mystery includes a short exercise where students experiment with a piece of paper to make the connection between vibrations and sound. [2] The Hands-On Activity creates a Head Harp by wrapping a string around your head and plucking it to play music to learn a little string theory.
[3] During asynchronous (AT HOME) learning, ask permission to look for different objects around your home to create instruments. For example: Use a plastic garbage can or a cooking pot with a wooden spoon to create vibrations. Try changing the sound by touching the item in different places. Think about why the sound changes. Have fun!
Learning Target: How do they make silly sounds in cartoons?
Success Criteria: I can investigate vibrations as a source of sound effects for movies.
Activity Directions: During synchronous (IN CLASS) learning, [1] WHILE listening to Doug's Exploration video [10-minutes], answer this question: How would you make the sound of the rain? Discuss [2] Listen to the Hands-On Activity [20-minutes] for step-by-step directions on how you can use your hands and feet to create a "rainstorm," then use rulers to create a “boing” sound for a cartoon bouncy ball.
[3] During asynchronous (AT HOME) learning, look for different objects around your home that create a vibrations. For example: A door stop creates a vibration when it moves back and forth. Have fun!
Learning Target: How can I use descriptive words to explain the different objects I find?
Success Criteria: I can learn to appreciate and enjoy nature so I value and want to protect our environment.
Activity Directions: During asynchronous (AT HOME) learning, DAY 1: complete your Seesaw Nature Scavenger Hunt Activity then post it to your Journal. Remember to read or listen to your SeeSaw Directions also. EXTRA: Ask permission to ADD the iNaturalist app to a family phone to help you identify plants and animals and learn more about nature! DAY 2: In support of our book, "Wild Fibonacci--Nature's Secret Code Revealed" and our pinecone exploration in class, watch the three videos [to the right] by selecting the icon links. Look for Fibonacci Spirals all around you!
Learning Target: How do scientist know so much?
Success Criteria: This activity helps focus your observations, spark curiosity, and invite questions for deeper understanding!
Activity Directions: [1] WHILE listening to Doug's Exploration video, think about these two questions: What do these stories have in common? and What did both scientists do that was similar? [2] Listen to the lesson Exploration [10-minutes]. [3] Complete the Hands-On Activity: Curiosity Challenge [20-minutes]. [4] Post your completed Activity in Seesaw by following directions. [5] Since we cannot work in partners, plan to read and comment on a MINIMUM of THREE classmates' scientific questions. Please post POSITIVE comments or reflections ONLY. Have fun!
Learning Target: Open ended questions give us a chance to respond clearly and practice our language and critical thinking skills.
Success Criteria: An open-ended question cannot be answered with a simple yes or no. Open-ended questions are an important strategy to "own" and reflect on your learning and build inquiry based thinking skills.
Activity Directions: Complete the Seesaw Activity and post. Have fun!
Learning Target: I can login and post my learning in Seesaw.
Success Criteria: I am comfortable sharing my learning using Seesaw and moving between my homeroom and ENCORE classes.
Learning Target: I can login and post my learning in Seesaw.
Success Criteria: I am comfortable sharing my learning using Seesaw and moving between my homeroom and ENCORE classes.
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