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This process is called 'capillary action'. In this experiment you will need a little bit of time. You need a minimum of two glasses, one filled with water and the other one empty. You then will twist a paper towel and form a 'rope' out of it. You will place this in the glass with water in it. You will also place the other end of it in the empty glass. If you do this in the morning first thing when the students get there you could check on it at lunch and maybe a gain before you leave for the day, either way this takes time. You cant start this right before science. What happens is the water travels up one side of the paper towel, across the cups, and down into the other cup until both glasses are evenly filled. This shows students how water is capable of travel. It also is a bridge into talking about how root systems work in plants. What the students will be able to observe throughout the day is the same process plants use when they take water from the soil and carry it to the other parts of the plant. I would do this as an all day thing. Maybe between every subject, or every other subject, I would have them record observations in their journal. This is great for observational skills. You can even use more cups and put food coloring in them, this helps you track the water as it goes from cup to cup.

This is a simple lesson based on getting young students involved in making observations of their surroundings. In particular, the season change from summer to fall. Students are allowed to go outside and make their own observations about how the environment has changed. I would use this with younger children, kindergarten or first grade, because it is a great start to get their senses awake and start the process of making great observations.

This lesson demonstrates a model of a species life cycle and how traits and the environment effects a species. Rather than looking at a worksheet that explains how traits are inherited or adapted due to the environment, this lesson allows students to see three generations of a species that they observe. Three different colored plastic Easter eggs and googly eyes are used for the outside appearance of the species. Two different colors of pipe cleaners are placed inside the eggs. The students make observations of color of the pipe cleaners and outer appearance. After their observation, they would write down their observation. They would take all the pipe cleaners out and throw them into a container. The next day they would come back to find what the next generation looks like.

Photo Credit: Clipart.com To observe and document similarities and differences between parts of plants. While ideas of ecology, biology, horticulture, etc., are far too abstract for K-2 students, young children are curious about their living environment and are ready to be introduced to the idea that they live on this earth along with plants and animals. I love this lesson. Plants are something that can easily be brought into the classroom for observation and exploration. This lesson provides a way for students to explore and identify the different parts of the plant, while also being able to see the parts on an actual plant and not just from a picture. I would definitely use this type of lesson in my future classroom, even if I were teaching older children I would just alter and make the content more in depth.

This lesson gets students to not only observe and classify, but it will also help further students science skills and help them become a more detailed thinking. I like this lesson because it is hands on for young students. This lesson takes the students on a scavenger hunt to find similar parts of plants and then the teacher will bring them back together and act as a facilitator when asking them questions about what they think of their findings. They will then document their findings and how the parts of the plant may be similar or different.

Ask students to look at a glass of water with a pencil in it and have them draw their observations. Tell them to look at the glass from all angles. Ask them to explain their observations and hypothesize the cause of this discrepant observation. This would be a good follow up lesson after the bending light lab/experiment. I would use this to introduce the lab and experiment. Then finish and summarize the lesson by adding the questions.

This is a lesson where the students get to make observation about snails. The students are given a live snail and told to name characteristics and at the end they get to race the snails. I think this activity is a good way to introduce make observations. This is a very simply and directed lesson. The teacher is given specific question so the students know what they are looking for. I think this resource will be fun for students and it will help them develop the skills needed to make good observations about other animals.

After having a lesson on plants, this activity would be a great way for students to learn how to grow plants and also learn about the kinds of things that promote growth (warmth, sunlight, water, soil). Their activities involve learning about how seeds and plants grow and participating in a simple, in-class gardening project. I would provide plastic cups, soil, seeds, and water for each individual student and allow them to plant their own seed. This would be a great way for my students to see first hand what plants need to grow, and for them to learn how to records their observations of their plants.

After having a lesson on plants, this activity would be a great way for students to learn how to grow plants and also learn about the kinds of things that promote growth (warmth, sunlight, water, soil). Their activities involve learning about how seeds and plants grow and participating in a simple, in-class gardening project. I would provide plastic cups, soil, seeds, and water for each individual student and allow them to plant their own seed. This would be a great way for my students to see first hand what plants need to grow, and for them to learn how to records their observations of their plants.

Learn More & Get Involved The Lower River Cam, located in Katmai National Park and Brooks Camp, Alaska, is where the Brooks River meets Naknek Lake. It is a favorite place of mothers and their young cubs, females and young adults until September when as many as 100 bears descend on the area to feast over a two month period. ______________________________________________________________________________ This is a GREAT website! This website allows viewers to observe animals in their natural habitats (my favorite are the elephants). Some of the animals include elephants, bears, sharks, penguins, and many more. These animals are found everywhere around the world, and cameras are put in their habitats (both in zoos and in the wild) so viewers can observe the way these animals act in their natural habitats. I chose this resource simply because I absolutely love it. I've heard nothing but good things about this website. My brother has used this website in his kindergarten classroom and his students really enjoyed observing the different animals. I also like how the website provides a wide range of animals, which helps peak every students' interest. This resource could be used during any science lesson about animals. If students are learning about animals and their habitats, this website would be very resourceful and would be a great visual to show the different habitats animals live in. Overall, I think this resource gets students interested in animals and can be used at any grade level to peak students' interest.

This resource is a field trip to the Missouri Botanical Gardens. Students can tour the gardens, learn about plants, and take classes. I chose this because it would give the students an opportunity to see the plants that they are learning about in real life. I would use this field trip as a supplement to a unit about plants.

Taking a field trip to The Botanical Gardens will let the students see plants and their pollinators in real life. I would use this field trip to wrap up my lessons on plants needing sunlight and water and also the role of insects and birds while pollinating flowers. Before the field trip begins, I will have my students bring a notebook and pencil with them. They will write down anything they observe. They could write if they saw a butterfly on a flower, or if a flower looked dry because it was in the sun too much. I want my students to put what they learned into a real life context. I really liked the idea of a field trip because students get to leave school and observe what they have been learning. It is always fun to get out a desk and do some hands-on observing/learning.

This activity uses skittles, warm water, and cold water. Skittles are dropped into warm water and cold water at the same time to see what dissolves first. I chose this lesson because I think it is a simple but great way to introduce the scientific method to students. Students tend to understand better with visuals and lecture. I would use this activity to introduce the scientific method to students. We would observe, make predictions, observe again, analyze, record our results. We would be able to use this with our science journals and record our observations and results in our journal.

"Two similar plants are observed as one gets regular water and the other does not." This science lesson and activity can benefit students in so many ways. Students will be observing and making comparisons among two plants as one plant receives water and the other does not. Throughout this week-long project, the students will be coming up with their own theories about what will happen to each of these plants. Along with this, they will be comparing and contrasting their observations and the final results. I believe that students would love an activity like this, and it would be extremely beneficial to them as they learn how living things change and depend on their environment to satisfy their basic needs.

This resource includes the information for attending a Planetarium show at the Saint Louis Science Center. This planetarium has a show currently being shown called "The Little Star that Could." The trailer for this video can be found at the site listed. I have attended many educational shows at several different locations, but none seem to ever compare to the ones shown at the Saint Louis Science Center Planetarium. The format of the presentation really resonates with the observers and leaves a lasting impression. I would invite my class to go on a field trip to this planetarium after a lesson on the solar system.

The Live Sky Tonight show at the Saint Louis Science Center could be an incredibly fun experience for students who are studying the night sky at home! In cooperation with creating some sort of sky map at home or at school using the internet as well as visual observations, both or either, the students could compare their own work with that displayed at the planetarium! This resource would serve as particularly helpful for visual learners who may benefit from this immersive model, and it might also encourage those who had not been as engaged in star mapping before to become more involved after the experience!

This page follows the textbook, Modern Biology, providing PowerPoint presentations, review sheets, and activities. I selected this resource because this is the text that is used in the class I am observing. This page has helped me create my own presentations and has given me ideas when creating lessons to go along with the topics the class is covering.

This website has a printable journal for the student's to record their observations of a plant. For my lesson plan, I am going to have the students plant seeds and record their growth. This journal is more for first grade than just a plain piece of paper to write on. It additionally has a box in the daily journal pages to draw what the plant looks like. It is perfect for the students to see the changes in the plant day by day as well.

This site is a great resource for teachers planning a caterpillar/butterfly unit. It's actually two units and it breaks each unit down into parts. It also contains links to supplemental material to use during the lesson, including a slideshow, images, and student sheets.

This resource provides a lesson plan that will help students build an understanding of the concepts of sound (vibration, pitch) through participation in a variety of hands-on experiments. By observing, predicting, and analyzing results, students can actively investigate the science of sound. It says the required time is two weeks but I don't think that much time is necessary to spend on this. It has many activities for students to do that are all hands on and even includes an assessment for the students. I chose this because it fits well with my standard- 1-PS4-1: plan and conduct investigations to provide evidence that vibrating materials can make a sound and that sound can make materials vibrate. I would use this resource in my future classroom by having the students break up into groups and each group would have a different activity to complete and write down their observations.

This is a super simple science experiment for the classroom, involving how seeds grow. It does not take much preparation, and it will not take much time doing the experiment in the classroom. Despite the little time going into the setup of the experiment, students will be able to observe their seeds for weeks and record their data. I would most definitely consider using this in the classroom. It doesn't take much prep, it's not very costly, and the unit could last several weeks. In addition, this experiment is perfect for getting the students to think scientifically, and learning to record observations.

This unit on weather includes three days worth of lesson plans. Each day corresponds with a specific book about weather. One of the books it includes is "Cloudy with a Chance of Meatballs". Assuming most children saw the movie, I would ask questions to access what they may already know about weather and if the movie is comparable to the weather we experience. These lessons also include weather observation and opportunities to write about their observations. I chose these lessons because they include extensions, assignments, and assessments. I can see myself using this in the classroom with my students because I feel that using literature makes a lesson stronger. It draws the kids in, and enables me to ask questions to access prior knowledge.

This resource is an interactive tool for students. The students are asked to enter their area code and to check yes or no depending on whether or not they observed that type of bug. In order to use the online source, students must first investigate the environment of the teacher's choice (ex: playground) and make note of the bugs that they have seen. Once the student's collected their data and entered it into the website, they are able to compare what types of bugs are found in the different states/regions. I chose this resource because it requires the students to observe their surroundings, record their data, and compare their data to other regions of the United States. Not only does it require the use of technology, it also requires the students to not remain stationary in the classroom setting.

This website is for the teacher to design a lesson for students to compare and contrast different animals and their habitats. This forces students to use observation, and critical thinking.