Kinder Sci/Eng Lab

Learning Target: Is soil really living?

Success Criteria: I can learn that the soil isn't alive (abiotic) but home to many living and once-living (biotic) things.

Supplies: Per student, 1/2 blank page.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Exploration videos: Soil Is Alive! [6:45] and Worms Are Wonderful [4:33] (15-min), discuss wonderings. Model Hands-On Activity at [minute 2:45] of Worms Are Wonderful video (25-min). Draw and label your favorite underground animals. Think about what your animal might need if not living underground. Next, act out the animals included in your underground world. Then, explain your picture to a friend. Finally, enjoy a picture walk to explore everyone's masterpieces. If time, watch and discuss The Science of Spring! [14:52] OR visit Tavelli's Nature Area looking for living things. Have fun and stay curious!

Learning Target: Why would you want an old log in your backyard?

Success Criteria: I can wonder why Sam's grandmother wants to keep an old log in her yard—until he begins to meet a few of her friends.

Supplies: Per student, none.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along (20-min), discuss wonderings. For Hands-On Activity (25-min) pretend to be lizards eating ants, and discover why old logs are helpful to animals. If time, extend the lesson with Animal Visitors, where you learn what you could put in a yard or park to attract animals. As well as, Attracting Wildlife to Your Home Landscape, Zoo gives animals musical instruments, ANIMALS and POWER OF MUSIC🎵, Playing Violin for Kangaroos, and Animals Reacting To Power Of Music Amazing. Have fun and stay curious!

Learning Target: How do plants and trees grow?

Success Criteria: I can investigate what plants need to grow.

Supplies: Per student, Seed Germination Predict-Discuss-Draw worksheet.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (20-min), discuss wonderings. Skip Hands-On Activity (30-min). Instead, watch Germination Of A Seed (Time Lapse).

• Before watching: Tell students they’re going to watch a sped-up video of a plant beginning to grow.

• While watching: Pause the video several times to have students describe what they’re seeing and make predictions about what will happen next.

• After watching: Ask students what they think would have happened if the plant didn’t get water or sunlight. How would the video have been different?

Next, model while students copy the step-by-step seed germination on the worksheet [Teacher Directions: #1 With brown CRAYON, draw straight line across the cup to simulate the top of the dirt. #2 With brown, draw a 3 circles under the dirt to simulate seeds. #3 With blue, draw a line down from each seed and branches to simulate roots. #4 With green, draw a line up from each seed to simulate stems. #5 With green, draw leaves on top of the stem. #6 With brown, lightly color under brown line to simulate cup full of soil. #7 With pencil, draw arrows and label parts with vocabulary words: seed, roots, stem, plant.] Finally, watch Bean Time-Lapse - 25 days | Soil cross section and count chorally with each day. Watch and discuss Wrap-Up (5-min). If time, watch How Does A Seed Become A Plant? Have fun and stay curious!

Learning Target: How do animals make their homes in the forest?

Success Criteria: I can notice holes in trees—and set out to discover how they got there, and why they matter.

Supplies: Per student, Raccoon Hidden Picture worksheet [1/2 page].

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along (20-min), discuss wonderings. For Hands-On Activity (25-min), listen for animal sounds and pretend to be woodpeckers. If time, watch and discuss: Who Lives in Trees?, National Geographic Kids Readers: Animal Homes, Kids Book Read Aloud: BEAR SNORES ON by Karma Wilson and Jane Chapman, and Habitats: What is a habitat? while completing Raccoon Hidden Picture. During asynchronous (AT HOME) learning, extend the lesson with Nature Explorers, where you go for a nature walk and look carefully for animals in their homes. Have fun and stay curious!

Learning Target: How can you find animals in the woods?

Success Criteria: I can observe different animal behaviors and work to discover another pattern: all animals seek safety in order to survive.

Supplies: Per student, Iguana & Sloth Hidden Pictures worksheets [1/2 F2B].

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (7-min), discuss wonderings. For your Hands-On Activity (25-min), Gopher in a Hole, include physical movement in which you pretend to be a snail hiding in its shell, a praying mantis scaring away predators, and a gopher popping out of holes. Watch and discuss Wrap-Up (8-minutes). If time, extend the lesson watching Extension videos. After each video, discuss, "Why do you think these animals live in the hole in the tree?" Finally, while watching Camouflage: Animal Hide & Seek and Animal Tricksters!, complete Iguana and Sloth Hidden Pictures. Have fun and stay curious!

Learning Target: Where do animals live?

Success Criteria: I can wonder where animals live and go for a walk in the woods to find out.

Supplies: Per student, Animal Homes & Where do these animals live? worksheets [1/2 F2B].

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along (25-min), discuss wonderings. For Hands-On Activity (20-min), you pretend to be squirrels and learn about their habitats. If time, extend the lesson with Nature Nuggets, where you explore other animal homes and listen to Welcome Home, Bear--a book of Animal Habitats, Kids Book Read Aloud: BATS AT THE BEACH by Brian Lies, and Exploring Habitats. Have fun and stay curious!

Learning Target: Why do woodpeckers peck wood?

Success Criteria: I can observe animal behaviors and work to discover a pattern: all animals seek food in order to survive.

Supplies: Per student, Match worksheet [1/2 F2B].

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (8-min), discuss wonderings. Your Hands-On Activity (25-min), Eat Like an Animal, includes physical movement in which you act out animal behaviors, pretending to be quail scratching in the dirt, raccoons wading in the water, and woodpeckers pecking a log. Watch and discuss Wrap-Up (7-minutes). If time, extend the lesson by asking students what each animal eats, then watching the videos to discover the answers: What do caterpillars eat?, What do cows eat?, What do toads eat?, and What do giant pandas eat? Then, practice and learn Animal Poems below. During OPTIONAL asynchronous (AT HOME) learning, consider attracting birds with a bird feeder, taking a nature walk, or observing and discussing animals with videos. Have fun and stay curious!

Learning Target: Where can I find animal homes?

Success Criteria: I can explore different animal homes and what types of building materials they use.

Supplies: Per student, Animal Homes Safari worksheet [1/2 F2B].

Activity Directions: Lab #1: During synchronous (IN CLASS) learning, watch and discuss, Animal Homes. Then, explore Tavelli's Garden and Nature Center by quietly looking and listening and NOT touching to find animal homes. Lab #2: As a class, discuss Safari [nature walk] findings, then complete Animal Homes Safari worksheet. If time, extend the lesson watching ________ . After each video, discuss, "Why do you think these animals live where they do?" Have fun and stay curious!

Learning Target: How could you walk barefoot across hot pavement without burning your feet?

Success Criteria: I can help Keya decide which way to go to get from the swimming pool to the ice cream truck without burning her bare feet on the hot pavement.

Supplies: Per student, [F2B] "Find a cool path for Keya" & Where Is It Hot? Where Is It Not? printouts.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along (20-min), discuss wonderings. For your Hands-On Activity (25-min), Find a Cool Path for Keya, practice mapping a cool path across the hot pavement, and then act it out. If time, extend the lesson with Where Is It Hot? Where Is It Not?, where you examine a photo and look for sunny hot spots and shady cool spots and listen to: LIGHT by Anne Miranda and The Day I Met My Shadow. Sit outside in the sun and make hand shadows [bird, dog, dinosaur, cat]. Have fun and stay curious!

Learning Target: How could you warm up a frozen playground?

Success Criteria: I can think about my experiences with hot and cold weather, and learn about a real city where the sun never shines in winter.

Supplies: Per student, 2" x 3" pieces of: aluminum foil, construction paper : white, red, black, and plastic report cover. Also, Chill City and Draw Chill City printouts.

Activity Directions: Lab #1: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (10-min), discuss wonderings. For your Chill City Activity, experiment with different types of materials (opaque, transparent, and reflective) to figure out how to reflect light. Use this to bring light and warmth to an imaginary paper town. Lab #2: Recreate lighting the village. Watch and discuss Wrap-Up (3-min). Then, draw an invention and color your village. If time, listen and discuss Firenze's Light, I AM THE SUN and All About Auroras. Have fun and stay curious!

Learning Target: How do you know what to wear for the weather?

Success Criteria: I can become a weather detective to figure out why Kevin keeps losing his warm clothes.

Supplies: Per student, Weather During the Day worksheet.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along (20-min), discuss wonderings then act out what it's like to be a tree on a calm day, when the wind is blowing gently, and when the wind is blowing hard. For your Weather During the Day Activity, observe the weather and compare it to what you remember from earlier in the day. If time, Optional Activity: Wind and Weather, use poetry and observation to start noticing which way the wind is blowing, an important factor in how weather changes over time and Awnie's House Read-Aloud: SNEEZY THE SNOWMAN by Maureen Wright and Stephen Gilpin. Have fun!

Learning Target: What will the weather be like on your birthday?

Success Criteria: I can make observations of the four classic seasons to spot patterns and thereby determine the seasons’ order.

Supplies: Per student, Ziploc with Season pictures.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (10-min), discuss wonderings. For your Circle of Seasons Activity, make observations of the four classic seasons of the temperate zone: snowy winter, warm spring, hot summer, and cool autumn with colorful leaves. Then, spot patterns and determine the order of the seasons. Watch and discuss Wrap-Up (5-min) then add color to your season pictures. Have fun!

Learning Target: How can you get ready for a big storm?

Success Criteria: I can observe the weather and imagine how to prepare for a storm.

Supplies: Weather Window worksheet.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Read-Along (25-min), get up and move, look for clues, and stop to talk about ideas to prepare for a big storm. For your Weather Window Activity, think and look for the four factors involved in describing today's weather. Next, track the weather over four days. Have students take turns being a “weather reporter.” Each day, the weather reporter describes the day’s weather. Is it rainy or dry? Warm or cold? Windy or still? If time, listen to Kids Book Read Aloud: THE RAIN CAME DOWN By David Shannon. AND, Kids Book Read Aloud: SNOWMEN AT NIGHT by Caralyn Buehner and Mark Buehner. Have fun!

Learning Target: Have you ever watched a storm?

Success Criteria: I can start to notice changes in the weather.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (15-min), let's answer, "What's the most interesting weather you've noticed?" Next, we will PAUSE at different weather pictures to look for weather clues then talk about our ideas. Remember, we need to answer four weather clues.

During asynchronous (AT HOME) learning, get a piece of paper and crayons. For your Be a Weather Watcher Activity, think and look for the four factors involved in describing today's weather. Pay attention to what the sky looks like and what you wear outside to show how warm or cool it is. Then look for clues to how windy, dry, rainy or snowy it is. Next, draw your detailed weather picture. Finally, describe your picture to a family member. EXTRA - listen to The Snowy Day Read-aloud, an animated story. Have fun!

Learning Target: How could you invent a trap?

Success Criteria: I can imagine how to design and build an invention.

Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Digital Book (20-min), let's read how twins Mimi and Lulu try different ways to catch a mysterious nighttime visitor…until they hit on just the right solution. Also, let's imagine how to design a good monster trap, and then pretend to be sneaky monsters. We will get up and move, look for clues, and stop to talk about our ideas.

During asynchronous (AT HOME) learning, watch Inventors and Inventions to learn that an inventor is someone who comes up with ways to solve problems or make tasks easier. Next, think... Do you have a chore that a machine could help you do? Act it out...pretend to do the chore. Draw a picture of your machine. Finally, tell a family member what your invention does and how it works. Have fun!

Learning Target: How can we protect a mountain town from falling rocks?

Success Criteria: I can investigate how pushes can change the speed and direction of falling objects.

Activity Directions: During synchronous (IN CLASS) learning, [1] WHILE listening to Doug's Exploration (17-min), discuss wonderings. [2] Discuss Hands-On Activity Directions. [3] Discuss Wrap-Up (3 min).

[4] During asynchronous (AT HOME) learning, watch Hands-on Activity Directions to learn how to build and play "Boulder Bounce" as a family. Work together to design a solution that protects a model town called Tiny Town from a bouncing-ball “boulder.” Have fun!