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Mary Miller

Exploring yeast. | TINDERBOX - 1 views

  • Exploring yeast.
    • Mary Miller
       
      These experiments should be conducted with a science notebook so students make predictions and observations, draw pictures, and record their findings. They are fun experiments to do in class, but they should be tied into a lesson about why the things happen in the experiment.  Like I have been noting in many of my science lesson activities, know your students and their capabilities and make sure that they understand what is going on.  Lessons that involve the student observing and note-taking in a science journal allow them to work at their own pace and according to their own abilities, so the nature of the assignment means that it is already adapted for all different learners. 5.NS.1 Make predictions and formulate testable questions. 5.NS.3 Plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently.
    • Mary Miller
       
      5.DP.3 Document the design throughout the entire design process. 5.DP.4 Select a solution to the need or problem.
    • Mary Miller
       
      2.4.3 Identify a need and design a simple tool to meet that need.
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    Learn about yeast with this fun science experiment!  Students will love this activity because it is very hands on, and they love to see slimy liquids that bubble and grow.  This would grab their attention and allow them to make observations and predictions about what is happening to the yeast, and then they can test those predictions by experimenting with ratios of yeast to other ingredients.  I did the balloon activity with my first graders and they loved it!  But it should really be reinforced with a lesson about why what is happening is going on, otherwise it is just something cool to see.
Mary Miller

Air pressure for kids | Science Sparks - 1 views

    • Mary Miller
       
      This activity should be done as an experiment in class.  This means that students should make a prediction about how the match will heat the air and affect the egg.  Students will write down their predictions in their science notebooks.  They should also draw pictures and make notes about what is happening in their science notebooks.  All students will be expected to participate in this activity and take notes, make predictions, draw pictures, and describe whether or not their predictions were correct.  Adaptations could be made for students with special needs by allowing them to express themselves more with pictures than words, and giving them additional time to complete their work. 5.NS.1 Make predictions and formulate testable questions 5.NS.7 Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps, and models through oral and written reports.
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    This experiment shows how air pressure works by heating up air to make an egg fit into a bottle that it should not be able to.  The egg is first placed on top of the bottle to show that it does not fit through (the bottle should be large enough for the egg to fit through for the experiment, though, so it should be tested ahead of time).  Then a match is dropped in the bottle, heating the air, and forcing the egg through the hole and into the bottle.  This is a fun way to teach about air pressure and the effects of heating air.
Caitlin Ridley

Bake a Chemistry Cake | Activity | Education.com - 1 views

    • Caitlin Ridley
       
      Standards: 6.NS.2, 6.NS.3, 6.NS.4, 6.NS.5
    • Caitlin Ridley
       
      Expansion: In order to cover several other Nature of Science, students could be required to make predictions, record their results in a log, test their predictions through multiple tries, and then analyze the results.  
    • Caitlin Ridley
       
      ESL: Students would be able to practice using the American standard measuring system with cooking, and have that reinforced.  
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    Next time you bake a cake, consider this. The cake dough is not really a cake, but when it's heated in the oven, a chemical reaction occurs and new bonds are formed. How does heat change things? When it comes to heat changing a chemical reaction, there are two types. One is "exothermic," a reaction that produces heat, and the other is "endothermic," a reaction that takes heat in. When you make a cake, you a producing an endothermic chemical reaction which changes batter to baked!
Mary Miller

Illuminations: Count on Math - 1 views

  • Every Breath You Take
    • Mary Miller
       
      This website is the best one I found for reliable quality and well-constructed lesson plans!  I am looking forward to exploring it some more.
    • Mary Miller
       
      1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
    • Mary Miller
       
      3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
    • Mary Miller
       
      This activity lends itself naturally to children who may not grasp the concept very well because it allows them to work in groups.  Heterogeneous grouping for this activity would allow everyone to work together in a fun, non-competitive environment.  The worksheet could be adapted for ELLs by including pictures or changing the wording to simpler words.  I found the wording of the activity sheet to be a little advanced for the age group in general, so ELLs would have particular trouble with it.  Also, it never hurts to read the activity sheet aloud before asking the studnets to fill it out.
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    Students count the number of breaths taken in a given amount of time to make predictions.
Mary Miller

Ordinary Life Magic: Newton's First : With Raw Eggs - 0 views

  • Newton's First : With Raw Eggs
    • Mary Miller
       
      This is an experiment that is fun to do in class, but it needs to incorporate the scientific method and discussion of the laws of physics in order to be educational.  I would start by explaining Newton's Laws of Motion to the class, writing them on the board, and having students copy them down in their science notebooks.  Then, after they understand the Laws of Motion, set up the egg experiment and talk about what will be going on.  Have the students draw the initial set-up in their journals, then have them make predictions about what will happen when the experiment is conducted.  All of this should be recorded in the journals.  Finally, do the experiment (it would be best if students could work in small groups so that they can conduct the experiment for themselves).  Have them record what happened with words and pictures and identify if their hypothesis was correct or not.  Then explain how this experiment uses the Laws of Motion. This activity could be adapted for special needs kids by allowing them to observe the teacher conducting the experiment rather than doing it themselves.  They could try it by themselves first, but then they should watch the teacher do it so that they are certain to see the experiment conducted correctly. 5.NS.1 Make predictions and formulate testable questions. 5.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses.
    • Mary Miller
       
      5.DP.1 Identify a need or problem to be solved.
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    This activity can be used to introduce Newton's first and third laws of motion to children. First law: If an object experiences no net force, then its velocity is constant: the object is either at rest (if its velocity is zero), or it moves in a straight line with constant speed (if its velocity is nonzero). Third law: When a first body exerts a force F1 on a second body, the second body simultaneously exerts a force F2 = −F1 on the first body. This means that F1 and F2 are equal in magnitude and opposite in direction.
Mary Miller

Melted snowman | Search Results | Project Oriented - 1 views

  • Living in sunny Southern California, we don’t really have opportunities to make snowmen, so using a simple pre-printed sheet with the outline of a puddle and an overturned paper bowl the kids made their own melty, sunshine snowmen. They put the usual accessories on, with the exception of the sunglasses, and then wrote a sentence about where their snowman should move to or what happened to him. A lot of bang for the buck.
    • Mary Miller
       
      K.2.3=Describe in words and pictures the changes in weather from month to month and season to season K.NS.3=Generate questions and make observations about natural processes.  This activity could be extended for special needs children by allowing them to explain to the teacher what they are thinking, and then the teacher could help the student express themselves through writing.  Kindergarteners don't know how to write very well yet, anyway, so they will probably need a lot of help and creative teachers to understand their written work.
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    In this activity, students make a melting snowman out of paper, then they write about the snowman.  For example, they might say why the snowman is melting.  This activity incorporates a lot of language arts, but it also allows young children to think scientifically and notice things about their environment, such as weather and temperature.
Caitlin Ridley

Cave Creations | Activity | Education.com - 1 views

    • Caitlin Ridley
       
      Standard: 4.2.2
    • Caitlin Ridley
       
      Expansion: have students make predictions about what will happen to the solution and then record changes in crystal formations as they grow.  Have student check their prediction to see whether it was accurate. 
    • Caitlin Ridley
       
      ESL: practice writing observational notes will reinforce vocabulary and writing skills.  
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    It's one thing to learn that cave formations are created when dissolved minerals are deposited as water evaporates, but your budding earth scientist can do it herself. Encourage your child's interest in the world around her with this hands-on activity.
Mary Miller

Outdoor Color Match - 1 views

  • Outdoor Color Match
    • Mary Miller
       
      This activity allows itself to adapt to all sorts of different learners, because it gives everyone a chance to work at their own pace.  For example, fast finishers can work to see how many colors they can find in nature and document those observations in their journals.  Slower students can be allowed to take their time and focus on one or two colors.  This is perfectly fine as long as everyone is learning and participating. K.NS.1=Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words K.NS.6=Make and use simple equipment and tools to gather data and extend the senses.
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    This activity is a great starter activity for a science lesson about making observations and using a scientific journal.  In this activity, students use paint chip cards to go on a "scavenger hunt."  This is an outdoor activity, and it probably works best in fall, spring, or summer.  Students try to match up the colors on the cards to colors in nature.  It could be extended by having students bring their notebooks with them and drawing pictures of items in nature that are their favorite colors.  It is really good for exercise and fostering a love of nature and the outdoors as well.  It is great for naturalists.
Mary Miller

Classroom Magic: Are Mittens Warm? - 0 views

    • Mary Miller
       
      This lesson could be extended in all sorts of directions, depending on what stage the children are in their learning.  For example, you could tie the lesson into other sorts of measurement and have students estimate how much the mitten can stretch. This lesson can be adapted for more accelerated students by allowing them to experiment with different mittens and gloves to see which is the most efficient at holding heat. 2.NS.3=Generate questions and make observations about natural processes. 2.NS.5=Discuss observations with peers and be able to support your conclusion with evidence.
    • Mary Miller
       
      5.4.2 Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction.
    • Mary Miller
       
      Students could also extend the activity to see how different types of gloves and mittens hold heat, thereby deciding which is the most efficient.
    • Mary Miller
       
      2.4.3 Identify a need and design a simple tool to meet that need.
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    This is a fun lesson that connects literature to science and allows students to think about temperature in a new way.  The lesson involve measuring the temperature of the room, an empty mitten, and a mitten with a hand in it.  Most children will be surprised to find out that the mitten itself is not warm, but mittens keep your hands warm because they insulate your body temperature.
Maria Watson

I ♥ mathematics {platonic solids garland} | Mini-eco - 1 views

    • Maria Watson
       
      MA.2.4.1 2000 Construct squares, rectangles, triangles, cubes, and rectangular prisms with appropriate materials. MA.2.4.3 2000 Investigate and predict the result of putting together and taking apart two-dimensional and three-dimensional shapes. Extension: The following day, the teacher can place one of the 3D shapes into a paper bag and have students come up one by one and feel the shape in the bag, describe it, and make a final guess of what the shape is. Adaption:  Students who have trouble focusing and retaining information can have a key or sheet to reference that describes each of the shapes (sides, vertices, classification...etc)
Caitlin Ridley

See the Science of Sound | Activity | Education.com - 1 views

    • Caitlin Ridley
       
      Standards: 3.1.2, 3.1.3, 3.NS.5
    • Caitlin Ridley
       
      Expansion: Have student make predictions of what will occur to the crystals before they begin the experiment.  Have them record the results of each different type of voice.   
    • Caitlin Ridley
       
      ESL: Doing this experiment in pairs with classmates will help reinforce English science vocabulary 
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    Science is fun for kids of all ages. Experiments that dazzle, models that demonstrate, and activities that fascinate are fun for children to watch and participate in. But scientific explanations are often difficult for early elementary students to grasp. By third grade, students are familiar with the scientific process, and are ready to learn the "why" behind science. Here's a quick and easy science experiment that helps to add a visual element to the science of sound. What causes sound? In this activity, your third grader will find the answer. He'll see it for himself!
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