2nd Sci/Eng Lab

Learning Target: Should you water a cactus?

Success Criteria: I can learn that plants have different needs in terms of sunlight and water.

Supplies: Per student, 1/2 blank paper.

Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (19-min), think and discuss wonderings. Skip Hands-On Activity, Grass Head. Instead, watch and discuss what happens and why in the following videos: Cacti | Fun Facts About Cacti | The Good and the Beautiful, AMAZING Cacti and Succulents, and Plants with Weapons! Watch Wrap-up (1-min). If time, draw and label your favorite cactus. Have fun and stay curious!

Learning Target: Where do plants grow best?

Success Criteria: I can think like gardeners.

Supplies: Per student, Plant Cards, Ziploc bag.

Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (10-min), think and discuss wonderings. During Hands-On Activity (35-min), play Plant Survivor, a game that encourages you to think about what plants need and how habitats change over time. Have fun and stay curious!

Learning Target: Why do trees grow so tall?

Success Criteria: I can learn the importance of sunlight to plants, which is collected by their leaves.

Supplies: Per student, Grass Seeds Growing worksheet.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (25-min), think and discuss wonderings. Skip Hands-On Activity, Grass Head (45-min). Instead, watch this time-lapse video of grass seeds growing. [5 seconds of the video = 1 day in real time], discuss, then draw: “What happens in the dirt on Day 3 and Day 4? What happens on Day 5 and Day 6?” Finally, write a FIRST... THEN... NEXT... sentence. Have fun and stay curious!

Learning Target: Could a plant survive without light?

Success Criteria: I can experiment with growing radish seeds in light and dark conditions.

Supplies: Per student, Draw the Radishes worksheet.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (18-min), think and discuss wonderings. Skip Hands-On Activity (40-min). Instead, watch How Does A Seed Become A Plant?, Grow Your Own Plants!, and What Happened to Our Plants? and discuss. Finally, watch and discuss Wrap-Up (7-min). Stay curious!

Learning Target: How did a tree travel halfway around the world?

Success Criteria: I can learn how seeds must get away from their parent plant in order to survive.

Supplies: Per student, Glider, Rotocopter, & Spinner printouts.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (24-min), think and discuss wonderings. In the Hands-On Activity (25-min), Fly Your Own Seed, you create a model seed from paper. Then, you release these seeds to model how they disperse and observe if any seeds are able to escape the parent plant’s “Zone of Darkness” and survive. Finally, watch and discuss Wrap-Up (1-min). If time, watch these BBC Private Life of Plants videos to show how different kinds of seeds travel in different ways from their parent plant. Stay curious!

Learning Target: How could you get more birds to visit a bird feeder?

Success Criteria: I can investigate which kinds of birds are likely to visit a bird feeder based on what they eat.

Supplies: Per student, Lab #2: Colorado Birds Field Guide reference, My Bird Feeder worksheet.

Activity Directions: Lab #1: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (27-min), think and discuss wonderings. Lab #2: Next, reference the Colorado Birds Field Guide to identify a bird you want to design a bird feeder. In the Hands-On Activity (40-min), Design a Bird Feeder, learn how to draw in 3-dimensions [from teacher] then draw your own bird feeder design to attract a specific type of bird. Finally, watch and discuss Wrap-Up (3-min). During asynchronous (AT HOME) learning while building a prototype of your bird feeder using available/recycled materials, refer to Project FeederWatch and these ideas:

• Hungry birds are everywhere! See what birds are grabbing for a snack right now at the Wild Birds Unlimited feeder in Ithaca, New York. Below the live feed, you can check out past visitors to the feeder.

• Watch toucans and other tropical birds munch on fruit at the Panama Fruit Feeder Cam.

• Check out the hummingbirds visiting a feeder at the Tandayapa Bird Lodge in northwest Ecuador.

• Food isn’t the only thing that will attract birds. Take a look at who visits this backyard bird bath. How many different kinds of birds do you count?

Have fun and stay curious!

Learning Target: Why do frogs say "ribbit"?

Success Criteria: I can learn what a case study in biodiversity is using the frogs of North America.

Supplies: Per student, Who's Calling & Types of Frogs worksheet.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (21-min), think and discuss wonderings. In the Hands-On Activity (35-min), Who's Calling?, you learn to identify frogs by their unique calls and investigate which of two locations has a greater variety of frogs. After listening to recordings of frog calls, you create words that will remind you of the sounds, and then use those words to identify frog sounds in different environments. Finally, watch and discuss Wrap-Up (4-min). If time, watch and discuss Frog video and learn song. Stay curious!

Learning Target: How many different kinds of animals are there?

Success Criteria: I can examine how scientists organize animals into groups based on their characteristics.

Supplies: Per student, Animal Cards, Challenge Cards [yellow paper], Zip Lock bag.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (21-min), think and discuss wonderings. In the Hands-On Activity, Animals Sorting Game, you study animal traits and use these traits to sort animal cards into mammals, birds, reptiles, and invertebrates. Then, you are challenged to make decisions about animals that don’t fall neatly into any of those categories. Finally, watch and discuss Wrap-Up (4-min). If time, learn the Animal Song. Stay curious!

Learning Target: How can you stop a landslide?

Success Criteria: I can compare multiple solutions for preventing erosion.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (17-min), think and discuss wonderings. Skip Hands-On Activity. Watch and wonder about the effects of erosion: Coastal Erosion and how to stop it, and Erosion and Soil. Brainstorm ideas to design and test ways to keep water from washing away a hill. Watch and discuss a solution, Dirt Locker Hillside Terracing System. What other solutions? Finally, watch and discuss Wrap-Up (3-min). Stay curious!

Learning Target: What's strong enough to make a canyon?

Success Criteria: I can make hypotheses and investigate the causes of canyons.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (12-min), think and discuss wonderings. Watch Hands-On Activity introduction and discuss what happens when water drips over this “land” to observe how water can change its shape and to understand how, over long periods of time, canyons can be formed through a similar process. Finally, watch and discuss Wrap-Up (3-min). If time, discuss this photo to analyze erosion as well as Make Your Own Erosion!, The Grand Canyon, Difference between Weathering and Erosion, The Power of Water for Kids: How Erosion by Water Shapes Landforms, and Landslides--National Geographic. Have fun!

Learning Target: Why is there sand at the beach?

Success Criteria: I can investigate the effects of rocks tumbling in a river. Then, based on your observations, add picture details to explain why there is sand at a beach.

Supplies: Per student, Draw the River Rocks handout and pencil.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (22-min), think and discuss wonderings. Watch Hands-On Activity Steps 1 - 9 to pretend to be a river by tearing pieces of construction paper to model what happens to rocks as they travel along the river. Then on Step 10, complete Draw the River Rocks handout. Finally, discuss Step 11 question. Watch Wrap-Up (3-min).

During asynchronous (AT HOME) learning, EXTRA listen to Everybody Needs a Rock, by Byrd Baylor.

Learning Target: If you floated down a river, where would you end up?

Success Criteria: I can develop a model of the earth’s surface and use it to discover an important principle about how rivers work.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (16-min), think and discuss wonderings. Watch Hands-On Activity directions for inspiration. Watch Wrap-Up (4-min).

During asynchronous (AT HOME) learning, build a paper mountain by watching the Hands-On Activity Directions. Then, ask permission to make "rain" fall on your model while in the tub or shower using a spray bottle or droplets falling off your fingers. Observe patterns of how water and rivers flow.

EXTRA - Watch The Tallest Waterfall in the World! and Where Does Water Come From? to learn more.

Learning Target: Could you build a house out of paper?

Success Criteria: I can examine how large structures like houses are built from smaller pieces.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration video (12-min), think and discuss wonderings. Watch Hands-On Activity directions for inspiration. Watch Wrap-Up (3-min).

During asynchronous (AT HOME) learning, design and build your own structure using an unconventional building material: recycled paper!

Your FIRST challenge is to build a tall tower. When complete, open Seesaw. Click the green, circle "+," click "Post Student Work," then click "Photo." Take a picture of your tower with you standing beside it. Use the mic to explain how you were able to build it so tall AND so strong. If it didn't work, explain what changes you think you should make to improve your design.

Your SECOND challenge is to a build tower strong enough to support a hardcover book. On the SAME Seesaw page, take a picture of your tower holding ONE or MORE books. When your tower fails, use the mic to explain WHERE and WHY you think your tower collapsed. After BOTH pictures and explanations are in Seesaw, click the "green check" to add it to your journal. Have fun!

EXTRA - Do you think you could build a house all by yourself? Watch this man build his own log cabin in the woods. Lots of stacked-up logs make the sides of the house, mud fills the cracks in between, and fire-hardened planks cover the roof and floor. (4:17, My Self Reliance)