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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

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

Color Science For Kids - 0 views

  • Disappearing Color Science Experiment Color Combination Science
    • Mary Miller
       
      This activity should be introduced with a discussion about the properties of light.  The teacher could talk about why rainbows are all different colors or use a prism to show how light can be broken into all different colors.  A short video on the topic might work well for this topic as well, if you can find a good one.  By the end of the initial introduction, students should understand that all different colors of light, when combined, create white light.  Then students will be introduced to the experiment, write their predictions in their science notebooks, conduct the experiment, and record their findings. 4.NS.4 Perform investigations using appropriate tools and technologies that will extend the senses. 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. Like most experiments, student capabilities should be taken into consideration. If they cannot handle conducting this experiment on their own or with a small group, they can observe another student's or the teacher's experiment.
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    This is a very hands-on activity that would be good as a supplement to a science lesson, but may not work so well on its own.  It could be used as a fun activity for family science or some other sort of science fair as well.  In this activity, students create colored disks and attach them to strings.  When spun rapidly, the colored disks appear to be white and have no color.  This would be a great introduction to learning about the properties of light, and how white light is really comprised of all the different colors.  A prism would be a helpful add-on to this lesson as well.
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!
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

Layering Liquids: Explore Density Science | Activity | Education.com - 1 views

    • Caitlin Ridley
       
      Standard: 6.DP.1-11, 5.DP.1-11
    • Caitlin Ridley
       
      Expansion: Have students record their hypothesis of what the different liquids will do before they perform the experiment, and then the results when they are finished.  
    • Caitlin Ridley
       
      ESL: working in groups to perform experiments will help reinforce vocabulary and understanding.  
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    Density - or mass per volume - of a liquid is an important scientific concept that can be viewed with the naked eye. We see it all the time with oil and water. Oil has a different density than water so the two liquids do not mix. In this experiment your child will look at a number of liquids with different densities and compare them all to water. She'll build her science skills and learn one of the most fundamental scientific concepts she'll use for years to come.
Caitlin Ridley

Electric Science: Make a Battery! | Activity | Education.com - 0 views

    • Caitlin Ridley
       
      Standards: 4.DP.1-11, 4.1.3, 4.1.4
    • Caitlin Ridley
       
      Expansion: Have students record hypotheses about what will happen and results.  Have students try other types of liquids and solids to see if they work.  Hook juice up to a lightbulb to test whether it works.  
    • Caitlin Ridley
       
      ESL: Collaborative work and recording data will help reinforce esl vocabulary and understanding of science processes.   
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    "Here's an experiment using simple household stuff to replicate discoveries that were first made centuries ago by the great Italian scientist, Allessandro Volta (if the last name "sparks" a memory of a certain electrical term, you're right!). This is a great way to get even the most reluctant of scientists excited about electricity science! Don't worry-there are no explosions in this experiment; but you can expect some delightfully "shocking" results."
Caitlin Ridley

States of Matter in a Baggie | Activity | Education.com - 1 views

    • Caitlin Ridley
       
      Standard: 2.1.1, 2.NS.2
    • Caitlin Ridley
       
      Expansion: Have student record their observations of the changes of state in a notebook. 
    • Caitlin Ridley
       
      ESL: Use of a notebook for recording, and peer work within a classroom will help ESL students reinforce vocabulary and language through communication. 
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    Here's a simple experiment you can do in your own home, to help your second-grader understand how temperature can affect states of matter. Your child will have a more solid understanding of these important scientific concepts after she does this experiment in a baggie! Not to mention, this activity ends with a refreshing treat and is perfect for those warm summer days.
Caitlin Ridley

Yeast Science: Can Yeast Inflate a Balloon? | Activity | Education.com - 0 views

    • Caitlin Ridley
       
      Standards: 6.NS.2, 6.NS.3, 6.NS.4, 6.NS.5, 6.1.2, 6.1.3 
    • Caitlin Ridley
       
      Expansion: This experiement could be expanded to fulfill all of the sixth grade nature of science standards with the addition of predictions, deliberate recording of observations, multiple tests, analysis and presentation of findings.  It could be expanded into a unit-long project.  
    • Caitlin Ridley
       
      ESL: Cooperative learning and recording of data will help reinforce student understanding.  Full use of science procedures will reinforce the scientific method. 
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    Yeast are one-celled fungi that multiply by "budding". They multiply quickly, and as they grow they produce carbon dioxide. Because of this special attribute, yeast is very important in baking and fermenting-we wouldn't have bread without it! In this simple experiment, you'll get to know this fascinating micro-organism, learning what it likes to eat and just how gassy it can get.
Mary Miller

Lesson Plans: Growing Lima Beans (3-5, Science) - 0 views

  • Growing Lima Beans
  • All right guys, if you had fun doing this activity today you can try your own experiment at home. You can do this activity with different types of seeds. You can also do the potato suspended in water as well as the carrot top grown in soil.
    • Mary Miller
       
      An extension for this activity would be to have students who seem to be enjoying it but are moving ahead of the group try the growing experiment with different plants.  These students could then compare the lima bean growth to that of other plants. Students who are struggling, or maybe who have had a plant die could work together in groups and share plants to observe and experiment with. 4.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. 4.3.4 Describe a way that a given plant or animal might adapt to a change arising from a human or non-human impact on its environment.
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    This site shows what should be included on student worksheets for this activity, and it also tells you what you should be doing every day for this unit of study.  This allows students to see first-hand the different parts of plants and to observe plant growth as it happens.  I like that it includes both dissection of the seed, or plant embryo, and growth of a plant.  Students should use their science notebooks to record the stages of growth of the plants and to make scientific drawings of what they see.
Caitlin Ridley

Solids, Liquids, Maple Syrup! | Activity | Education.com - 1 views

    • Caitlin Ridley
       
      Standards: 1.1.2, 1.1.3
    • Caitlin Ridley
       
      Expansion: The maple syrup part of this will be a little difficult with a stove in a classroom, but experiment with different types of liquids or solids.  Salt-water might be an interesting long-term experiment for changing a liquid to a solid.  That, or be very cautious how this is done. 
    • Caitlin Ridley
       
      ESL: Recording findings will help students reinforce science writing skills. 
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    On your mark, get set, pour! Your first grader has probably already noticed that some liquids, such as pancake syrup, pour slower than liquids like water. While this topic is always fun (and a little sticky) to explore in the kitchen or at mealtimes, it's good first grade science, too. In fact, a common core topic in early elementary school science is the difference between solid and liquid states of matter. And you don't need any fancy lab equipment to learn about it. Use the activity below to help your budding scientist become familiar with the properties of liquids and solids.
Andrew Todd

Investigating Sounds: Identifying Vibration, Pitch, and Volume - 1 views

    • Andrew Todd
       
      Standards: 3.DS.1 - Observe and describe how sound is produced by vibrations. (3.1.1, 3.1.2, 3.1.3) Observe and describe how light travels from point to point. (3.1.4, 3.1.5, 3.1.6)
    • Andrew Todd
       
      Adaptation- Different instruments could be placed at stations throughout the room if there were not enough to pass out to everyone. Students could move table to table recording what they observe about the sound.
    • Andrew Todd
       
      Extension: This could be extended by turning it into a research project. Students could research specific instruments, then with classroom materials or materials from home, students could construct homemade instruments resembling what they researched. Knowledge of sounds waves and vibrations would be used to create working instruments.
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    In this investigation, students will observe and experiment with how sounds are made. They will use various elementary music instruments as well as tuning forks, combs, rubber bands, books, bottles, etc... They will collect data on how their sounds were made in their Science journals. Following a discussion of their findings, they will generate questions about what they would like to find out about sound. They will then return to their investigations to observe how their original sounds can be changed and record this data in their journals as well. Finally, there will be another discussion to share their information.
Andrew Todd

Demonstrating Water Erosion Of Land Masses | Education.com - 1 views

    • Andrew Todd
       
      Standard - 4.NS.2 - Observe, investigate and give examples of ways that the shape of land changes over time.(4.2.1, 4.2.2, 4.2.3)
    • Andrew Todd
       
      Extension: Students could experiement with different laying techniques of the soil, rock, clay, etc. to see if erosion occurs differently based on the order of earth's layers. This experiment could be completed in small groups, all studying different arrangements of the earthen materials. Students could present their findings to the class or in the form of a report.
Maria Watson

Watching Erosion | Environmental Science Activities for Kids | Kid Pointz - 1 views

    • Maria Watson
       
      SCI.4.2.2 2010 Describe how wind, water and glacial ice shape and reshape earth's land surface by eroding rock and soil in some areas and depositing them in other areas in a process that occurs over a long period of time. ADAPTATIONS: The teacher can pair high ability students with middle/low ability students.  The high ability students can help the middle/low students extend their thinking and observations.   EXTENSION:  Students can 
    • Maria Watson
       
      EXTENSION cont'd: The teacher can read Erosion: Earth's Changing Surface by Robin Koontz
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    SCI.4.2.2 2010 Describe how wind, water and glacial ice shape and reshape earth's land surface by eroding rock and soil in some areas and depositing them in other areas in a process that occurs over a long period of time.
Maria Watson

http://www.earthsciweek.org/forteachers/2008/lookup_cont.html - 0 views

    • Maria Watson
       
      The Nature of Science 2.1  Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words. SCI.2.2.2 2010 Experience and describe wind as the motion of the air. SCI.2.2.3 2010 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks. ADAPTATION: Low Ability and/or ELL students can draw pictures in place of written observations.  EXTENSION:  Students can my a pictograph of common trends they observed during their observation 
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    SCI.2.2.3 2010 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks.
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.
Caitlin Ridley

Molecule Madness: A Water Experiment | Activity | Education.com - 1 views

    • Caitlin Ridley
       
      Standards: 6.1.1, 6.1.2, 6.1.3, 6.NS.1, 6.NS.2, 6.NS.4, 6.NS.10
    • Caitlin Ridley
       
      Expansion: Have students predict what will happen to the paperclips when soap is added before they do it, then compare their predictions to their results.  Have them record and discuss their findings.  
    • Caitlin Ridley
       
      ESL: Group cooperation will help students retain science vocabulary and understand more.  
Caitlin Ridley

Friendly Physics: Make a Water Wheel | Activity | Education.com - 1 views

    • Caitlin Ridley
       
      Expansion: 4.4.1, 4.4.3, 4.4.4
    • Caitlin Ridley
       
      Expansion: Have students theorize what a water wheel like this could be used for.  Have them try to develop a simple machine that could be attached to the wheel and moved via the water, then record their findings.  Have them vary the rates of water flow to determine how it effects the wheel. 
    • Caitlin Ridley
       
      ESL: Cooperative work, innovation and hands-on time will help students better understand how water creates movement. 
Mary Miller

Ecosystem Food Webs - Free Science Lesson/Experiment - 0 views

  • Food Webs
    • Mary Miller
       
      6.3.5 Describe how all animals, including humans, meet their energy needs by consuming other organisms, breaking down their structures, and using the materials to grow and function. 5.3.1 Observe and classify common Indiana organisms as producers, consumers, decomposers, predator and prey based on their relationships and interactions with other organisms in their ecosystem. This activity works really well for all types of learners because it is interactive and involves group knowledge.  For English Language learners, it would be a good idea to not only write the names of the species on the card, but to place pictures of the species on these cards as well.  This will help your ELLs, but it will also add another layer of knowledge for all students because they will start to notice that how the animal looks reflects its place on the food chain.  Animals that are fast and have sharp teeth and claws are probably at the top of the food chain, and plants are near the bottom.
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    This is a group activity to teach students the importance of every part of the food chain.  The students are given role cards to show which species they are in a given ecosystem (the example used is a rainforest).  Yarn, which represents energy, is passed among the students to show how energy moves through the food chain.  This activity emphasizes the importance of every part of the food chain.
Andrew Todd

Oreo Cookie Moon Phases : Science Bob's Science Experiment Blog - 0 views

    • Andrew Todd
       
      Standards: 2.DP.2 - Day to day and over the seasons, observe, measure, record and recognize patterns and ask questions about features of weather. (2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6) Investigate how the position of the sun and moon and the shape of the moon change in observable patterns. (2.2.7, 2.2.8, 2.2.9)
    • Andrew Todd
       
      Extension: Students could use this activity as a stepping stone to study the phases of the moon in greater depth. The next step could be to model the changes of the moon as it rotates the earth by using a flashlight as the sun.
    • Andrew Todd
       
      Adaptation: This is a great physical representation to descripe words that may have no meaning to ELL students. Students are more likely to remember the phases because there is food involved and it was studied in a casual setting.
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    Students can learn the phases of the moon as they enjoy a tasty snack. Students open Oreos up and remove ice to make the different phases of the moon.
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