4.4.1:  Investigate transportation systems and devices that operate on or in land, water, air, and space and recognize the forces (lift, drag, thrust, and gravity) that affect their motion.  Students will study the monorail to determine how it operates, what generates the power, and what are the effects to our environment.

From the DNR / State of Indiana, this website provides many links to educational programs offered by DNR and our State Forestries.  In particular, I like the free tree seedlings for Indiana third graders.  I could see this one "gift" developing into a unit on conservation of resources.  Specifically, standard 3.2.6:  Describe how the properties of earth materials make them useful to humans in different ways.  Describe ways that humans have altered these resources to meet their needs for survival.  We could discuss the lumber industry, and how it benefits human-kind.  Moving on from there, we can discuss how to replenish the supply.  

SO excited to find this!  For all third grade teachers, this complete program provides content and activities for third grade science standards.  (Animal behavior, adaptive behaviors).  

Students will discuss and understand how to apply potential or kinetic energy to power a simple device (in this case, a yoyo.)   Standard 6.4.1 Working in groups, allow students to experiment with yoyos, a marble rollercoaster, etc.  Follow activity guidelines. Gifted students could design an amusement park (to be used in school.)   ELL's pair with a gifted student who can assist them with this project.  

Standards 1.3.4:  Describe how animals' habitats, including plants, meet their needs for food, water, shelter, and an environment in which they can live. This activity sets up with a display of tundra themed books which begin our Arctic adventure.  Students will record questions and discoveries in an arctic food journal.  Students will discuss the habitat, why it is the RIGHT place for Polar Bears to live, and how certain animals have adapted to ensure their survival in their home habitat.

Bikini Bottom Experiments I really enjoyed reading these questions, and the activity ideas quickly came to me!   We could discuss how to design effective experiments, conduct experiments similar to the "Flower Power" experiment.  Have students compare the two experiments by determining the results, and keeping logs of the two.  (one experiment done correctly, and one done with the design flaw of SpongeBob's experiment.)   Kids will LOVE this!

Very cool movie to explain the design process.  I am not counting this for an"activity"... but wanted to share.

VERY cool Earth Science/Space crossover project.  Students can send in a rock from their area, and NASA will use a special tool (like the one on the Mars Exploration Rovers) to tell you what it's made of.  Students could compare rocks on Earth to the rocks found on Mars.   Class can view and print various rock pictures from this website and create their own rock book, differentiating by ability.  (could be categorized by color, composition, geographic location, etc.)  It can be expanded as needed.  Kindergarten example would be to create a journal entitled "My Rock Collection."  They would find pictures of rocks that are blue, red, yellow, green, purple, etc and categorize them.  

2.3.1:  Observe closely over a period of time and then record in pictures and words the changes in plants and animals throughout their life cycles - including details of their body plan, structure and timing of growth, reproduction, and death. Modification to activity:  Students will create a journal to log all data from start to finish.  Building the terrarium will occur at the beginning of the project, and notes will be kept as the plants grow.   ELL:  Easily explained through modeling and pictures Higher Ability:  Students could be class photographers and be responsible for uploading photos and printing them for the journals.

Excellent activity for grades five and up.  "Students work as teams in mission control and aboard a spacecraft as they test their decision making skills and solve problems during this innovative, inquiry based, space-themed science and math simulation." This activity could meet MANY science standards and math standards including the Design Process, The Nature of Science, and Reading for Literacy in Science.  For the purpose of this assignment, I am assigning it to: 6.2.4  With regard to their size, composition, distance from the sun, surface features and ability to support life, compare and contrast the planets of the solar system with one another and with asteroids and comets.  6-8.RS.1:  Cite specific textual evidence to support analysis of science texts.   6-8 RS.3:  Follow precisely a multi-step procedure when carrying out experiments or taking measurements.

This site doesn't provide specific activities; however, I would design earth science activities to assist kids in researching this park, and the surround area.  We would discuss how and why the area has these deposits, the history of the area, and how to go about finding diamonds and other cool rocks.   Extension activity:  Order bags of dirt from Crater of Diamonds park and have the kids sift through to find and identify various rocks and minerals.   Standards: 3.2.1:  Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. 3.2.2:  Observe the detailed characteristics of rocks and minerals.  Identify rocks as being composed of different combinations of minerals. 3.2.3:  Classify and identify minerals by their physical properties of hardness, color, luster, and streak.  

This activity addresses the third grade Physical Science standards 3.1.1, 3.1.2, and 3.1.3.  It meets the core standard of Observe and describe how sound is produced by vibrations. I like this activity because it allows students to choose where their journey will take them.  Internet access is a requirement.  I do not think this activity would be as dynamic if it were adapted to be just a listening activity.   ELL's could use the internet to "travel" and investigate sound in their native language.  High ability learners could create an atlas to go with their journals.

This is an excellent lesson that can be modified a number of ways.  I find that it fits well with Science and Technology Standards 2.4.1 and 2.4.2.   2.4.1:  Identify parts of the human body that can be used as tools. 2.4.2:  Identify technologies developed by humans to meet human needs.  Investigate the limitations of technologies and how they have improved quality of life. Students could identify how teeth can be considered a tool.  They could discuss the toothbrush (and its evolution to items like Sonicare.)  The experiments will help them understand the limitations of the toothbrush, and how their choices affect their teeth.

Students will use a camera to investigate and collect data on living and non-living things.  They will compare living things to non-living things, and keep a record of their findings.  (scrapbook). Extension:  Easy to extend for higher ability students by having them write their observations along with the pictures.  (i.e. compare why they categorize something as "living or non-living." ESL:  Easy activity for students with a language barrier as it is a picture driven lesson.  Students will learn through their own observations and the pictures they keep. Adaptation:  Could easily be adapted to be an internet research project or magazine research project (students cut out pictures to keep.)