Kelley Lake's Laboratory K-5 January 9-13 2017

1
Kelley Lake’s Laboratory
Teacher: Ms. Sawyer
Scientific Quote of the week: Believe in Yourself!
*D.E.A.R. / S.A.W. Time will occur on one day of the week for the students that visit the lab
twice in one week. This will aid the students in strengthening their reading skills. Peer reading
will take place then too. *

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Science Delivery Information Page
Differentiation each week will be based on both the student’s ability level and the
student’s most profound learning style for the skill or conceptbeing taught and delivered. The
students will be assessed via questionaire and checklist by the teacher prior to the new
knowledge being taught.
What are the levelsof the differentiation based on academics?
The levels of differentiation are: Above Expectations (Above Level), Meet Expectations (On
Level), and Down From Expectations (Below Level). The levels that the students will be in will
flucuate depending on the skill or conseptbeing attain.
How is differentiatiation beingdelivered daily to the students?
Differientiation delivery to the students is done through 3 learning stlyes. In this labortoary, the students use
a combination of hands-on andwritten innovative approachs to exploring the world of Science via their five
senses. Since Science is full of such a vast array of areas, it is imperative that the standards and scientific
knowledge is introduced as well as taught through various learning styles. The three learning styles that we
primary focus on are visual, auditory, and kinesthetic. Below you will see some examples of how each of the
three learning styles aid all students (especially those with special needs) in grasping and retaining the
knowledge that is delivered to them in the laboratory. Due to a great majority of students with disabilities
needing “sensory stimulation” to enhance their learning capability, teaching Science through seeing, hearing,
tasting, smelling, and touching via the three above primary learning styles will allow the students to make a
real-life, concrete, and personal learning connection to the mother of all subjects: Science.
Visual Learning
I make sure the student has a clear visual picture of the standard or concept that is being taught. In most
cases I must create that picture for the student by adding actual pictures to worksheets/ logs or creating simple
illustrations, creating symbols, and American Sign Language. It is essential that students are able to develop a
mental picture of the knowledge that they attain.
Adutory Learning
I make sure the students hear the information being delivered at least 3 times. Wether my students are
hearing impaired or not, repetion of information allows students to not only hear the knowledge, but ensure that
they hear it correctly. I ask the students to restate my expectations as well.
Kinistetic Learning
I make sure the students have a tangible way of learning the standards or concepts being taught. In most
cases, a model is needed whether it is bought (ex. cotton balls, balls, sticks) or built (model car, puzzle,
volcano). Making knowledge tangible brings it to life and allows the knowledge to embed a permanent spot in
the student’s mind.
How is differentiatiation beingdelivered daily in reference to the classroom set up?
Differientiation delivery in the classroom is done through 4 small groups, student-to-student scenerio,
teacher and small group scenario, student independent learning time, student teacher-to-student scenario, and
teacher-to-whole group scenraio.

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P’s, E’s and T’s of Kelley Lake’s Laboratory
Prerequisties :
K- *Vocabulary- rock, soil; Be familiar with places where each are commonly found.
1- *Vocabulary- temperature; Be familar with what a thermometer is used for
2- * Vocabulary-push, pull, force, gravity
3- * Vocabulray- convection, vapor; Be familiar with the process of convection and air pressure
4- * Vocabulary-order (planets), orbit, planets, stars, relative size
5- * Vocabulary- classification, species, vertebrates, invertebrates * Be familiar with the following
animal groups: birds, fish, reptiles, amphibians, mammals, protozoa, annelids, mollusks, echinoderms,
crustaceans, arachnids, insects – All word underlined will be disscussed in class and in details on the 3rd day
from introduction of Unit
Expectations (Enduring Understandings):
K- Earth is made of materials including rocks, soil, water, and air.
1- Weather is the condition of the outside air each day. Temperature is the measurement of cold or hot.
2- Gravity is a force that pulls objects toward the earth. A push or a pull can change the location of an
object, change a direction, or stop a moving object.
3- Thermometers are used to measure temperature changes. A substance changes state when heat is
added or lost.
4- The earth is one of several planets that orbit the sun, and the moon orbits the earth.
5- Scientists use classification to identify and study new species
Take home knowledge to parents:
K- The knowledge that soil has observable differences such as color and texture.
1- The knowledge of knowing that weather is caused by humidity, temperature, and air pressure.
2- The knowledge that a force is a push or pull that makes something move. Also, a push can cause
something to stop.
3- The knowledge that heat enery is transferred between objects. Also, a change of state occurs when a
substance gains or losses heat.
4- The knowledge that our solar system is a sun-centered system in which the planets including Earth,
revolve around the sun.
5- The knowledge that calssification is all about this saying by Benjamin Franklin “ A place for
everything, and everything in its place”. Scientists group organisms by putting similar organisms together based
on their characteristics not their habitat.

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Monday-FridayJanuary9-132017
Grade: Kindergarten
Standard: SKE2. Students will describe the physical attributes of rocks and soils.
c. Recognize earth materials-soil, rocks, water, air, etc.
Vocabulary: rock, soil, heavy, dark, light, smooth, rough, texture, grain, particle, color
Focus: TSW focus on using their sense of sight, touch, and smell to explore various earth materials
Opening: Student Entrance: TSW enter the lab listening to sounds of falling rocks. TSW enter the lab
and display the laboratory sign language sign. TTW sit quietly on the lawn or in chairs facing the white
board until all of the students have entered the lab. Brain based Hook: TTW asks the students to close
their eyes, listen to the sounds, and try to figure out the sounds that they hear. Picture Hook: Various
pictures ofearth materials in several locations all over the world.
Essential Questions:
1. How can I describe a rock?
2. How can I describe soil?
Work Period: TTW display the Science mission on the white board. *TTW state the quote ofthe week.* TTW
have the students say the mission once along with her. TTW review the featured scientists for the week as well
as the featured Spanish terms ofthe week. TTW direct the students to turn toward the target standard’s board,
read the target standard aloud, and break down the meaning of the target standard. TSW discuss the
Vocabulary in-depth to the students utilizing hand signals when needed on the lawn (refer to the word wall).
TTW ask 2 students to clarify the meaning ofthe target standard in their own words. TTW ask state the
essential questions for the day and allow 2-3 students to propose an answer. TTW tell the students to think
about the answer to the essential questions as they conducttheir experiments.
Task: Earth Material Exploration
Materials: 2 types ofsand, potting soil, 4 types ofrocks, clay (earth), model clay, Brown Oreos (represents soil)
and Golden Oreos (represents sand)
Description of Task:
Part 1: TSW observe various types of soils and rocks using their sense of sight, touch, and smell.
They will verbally and openly state their observations.
Part 2: TSW observe and touch model clay and compare and contrast it to clay found outside. They
will verbally and openly state their observations.
Part 3: TSW be allowed to create a sculpture using the model clay, clay from outside, soil, sand, and
rocks. At the conclusion of their master piece, they will be allowed to walk around the class and
observe their classmates sculptures. *Only positive comments/ compliments will be permitted to be
said*
TTW play the Jurassic theme song in honor ofone of our featured scientists who was the first person to
discover fossilbones ofa dinosaur. As the song is played TTW instruct the students to turn and face her on the
lawn/ tables to prepare for conversational learning time. Closing: TTW review the earth material exploration in
depth (using the vocabulary listed above) and allow each student to state which two of their 5 senses that they
utilized. TTW state the answers to the essential questions. TTW state the enduring understanding. TTW state
what the students should be able to discuss with their parents. Ticket out the door: TTW ask each student to
state the 4 types ofearth materials they explored today. Each studentwho says it correctly will receive an Oreo
of their chose.

6
Grade: First Grade
Standard: S1E1 Students will observe measure and communicate weather data to see patterns in weather and
climate
a. Identify weather by observing, measuring with simple weather instruments (thermometer)
Vocabulary: temperature, thermometer, alcohol, mercury
Focus: TSW focus on how a thermometer functions.
Opening: Student Entrance: TSW enter the lab listening to sounds of various storms. TSW enter the lab
their eyes, listen to the sounds, and try to figure out the sounds that they hear. Video Hook:
studyjam.com Tell Temperature
1. How can weather be described?
2. How would you build a simple weather instrument?
Task: Let’s construct a Homemade Thermometer
Materials: empty plastic coca cola containers, clear straws, clay, water, alcohol, food coloring (various colors),
pot, burner
Description of Task: TTW discuss with the students both the purpose and the function of the thermometer.
TTW display for the students the steps for constructing a homemade thermometer via white board. Both TT and
TS will review and discuss the steps the experiments. After the students clearly understand how to carry out the
steps independently (minus the step ofusing the stove), the teacher break the students up into pairs and allow
them to start constructing the thermometer independently.
Step1: Fill the container up to half full with water
Step 2: Add 3 drops offool coloring
Step 3: Add 4 squirts ofalcohol
Step 4: Break a clay stick in half and flatten out only one ofthe halves with your hand.
Step 5: Get 1 clear straw and place itin the container with only the bottom ofthe straw touching the water in the
container.
Step 6: Place the clay over and all around the top ofthe container so no air can escape and that the straw stays
immovable.
lawn/ tables to prepare for conversational learning time. Closing: TTW review the Let’s construct a Homemade
Thermometer exploration in depth (using the vocabulary listed above) and allow each studentto state which two
of their 5 senses that they utilized. TTW state the answers to the essential questions. TTW state the enduring
understanding. TTW state what the students should be able to discuss with their parents. Ticket out the door:
TTW ask each student to state the 4 types ofearth materials he or she explored today. Each studentwho says
it correctly will receive an Oreo ofhis or her chose.

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Grade: Third Grade
Standard: S3P1 Students will investigate how heat is produced and the effects ofheating and cooling, and will
understand a change in temperature indicates a change in heat.
d. Use thermometers to measure the changes in temperature of water samples (cold) over time.
Vocabulary: air pressure, convection, heat, vaper, heattransfer ofheat
Focus: TSW focus on convection and its transfer of body heat through a glass bottle
Opening: Student Entrance: TSW enter the lab listening to sounds of fire crackling. TSW enter the lab
studyjams.com Heat
1. What causes objects to change temperature?
Task: The Magic Coin Trick
Materials:
Glass soda bottle (12), Bowl (12), Water, Ice, Quarters (12), Paper towels
Procedure:
Battery Kids Live- Magic Coin Heat Experiment
TTW state the following instructions to the students.
Step 1: Add water to the bowl
Step 2: Add 2 cups ofice to the bowl
Step 3: Partner 1 Take the quarter and place it in the bowl
Step 4: Partner 2 Turn the bottle upside down and place the top/opening in the ice
Step 3 and 4 should be done atthe SAME TIME for 10 seconds
Step 5: Take both the quarter and the top ofbottle out of the rigid water
Step 6: Place the quarter on the opening ofthe bottle and place your hands around the bottle and watch for the
coin the jump 
lawn/ tables to prepare for conversational learning time. Closing: TTW review the Magic Coin Heat Experiment
in depth (using the vocabulary listed above) and allow each studentto state which two oftheir 5 senses that
they utilized. TTW state the answers to the essential questions. TTW state the enduring understanding. TTW
state what the students should be able to discuss with their parents.
Ticket out the door: TTW ask each student to state 1 way he or she can make their coin jump faster. Each
student who states 1 way will receive an eatable treat.

10
Grade: Second Grade
Standard: S2P3 Students will demonstrate speed and direction using pushes and pulls
a. Demonstrate how pushing and pulling an object affects the motion of the object.
b. Demonstrate the effects of change of speed on an object.
Vocabulary: push, pull, roll, friction, gravity, direction, path
Focus: TSW focus on the how a push, speed, and gravity work together on a roller coaster
Opening: Student Entrance: TSW enter the lab listening to sounds of a roller coaster. TSW enter the lab
studyjam.com Force and Motion
1. How is a push like a pull?
2. Why is gravity important in our daily life? or roller coasters?
Task: Construct a Pipe Cleaner Roller Coaster
Materials: pipe cleaners, masking tape, marbles, Legos, twister ties
Description of Task: TTW introduce all ofthe materials to the students by stating each ones purpose before
passing outa sheet to all the students that give specific instructions. TTW read the instructions allowed and
allow time for students to ask questions. This projectis an engineering projectand the students will work in
teams to construct roller coasters. TTW allow students that need assistance to work with her at the “Guidance
table” aka kidney table. * See instruction handout for more details ofthis lesson *
lawn/ tables to prepare for conversational learning time. Closing: TTW review the Pipe Cleaner Roller Coaster
Construction project in depth (using the vocabulary listed above) and allow each studentto state which two of
their 5 senses that they utilized. TTW state the answers to the essential questions. TTW state the enduring
understanding. TTW state what the students should be able to discuss with their parents.
Ticket out the door: TTW ask each student to state 1 thing he or she learned aboutbuilding roller coasters.
Each studentwho states 1 thing that he or she learned will receive an eatable treat.

11
Kelley Lake’s
Laboratory
Grade: Fourth Grade
Standard: S4E1 Students will compare and contrast the physical attributes of stars, star patterns, and
planets.
b. Compare the similarities and differences of planets to the stars in appearance, position, and
number in the night sky.
Vocabulary: plants, orbit, relative size, order
Focus: TSW focus on the physical attributes of all of the planets in relation to each other.
Opening: Student Entrance: TSW enter the lab listening to sounds of shooting stars. TSW
enter the lab and display the laboratory sign language sign. TTW sit quietly on the lawn or in chairs
facing the white board until all of the students have entered the lab. Brain based Hook: TTW asks the
students to close their eyes, listen to the sounds, and try to figure out the sounds that they hear. Video
Hook: studyjam.com Our Solar Planet: Inner Planets and Our Solar System: outer Planets Song: Solar
System Song
1. What is a planet?
2. What is a moon?
about the answer to the essential questions as they conduct their experiments.
Task: Clay Planets R Us
Materials: Various size foam balls, red-blue-yellow-green-gray-tan-brown model clay, clear tape, index cards,
tooth picks
Procedure: TTW turn on star war music to set the outer space atmosphere TTW display the group picture of
the planets from the video hook on the white board. TTW allow the students to selectthe size ball they want for
their planet and allow them to selectthe model clay they will need to make the planetreplica. After the planetis
made, TSW write down some new information they learned aboutthe plant they chose to make on an index
card and stick it on the planetwith a toothpick and tape.
lawn/ tables to prepare for conversational learning time. Closing: TTW review the Pipe Cleaner Roller Coaster
Construction projectin depth (using the vocabulary listed above) and allow each studentto state which two of
their 5 senses that they utilized. TTW state the answers to the essential questions. TTW state the enduring
understanding. TTW state what the students should be able to discuss with their parents.
Ticket out the door: TTW ask each student to state what a planet is. Each student who states the correct
definition will receive nerds.

13
Kelley Lake’s
Laboratory
Grade: Fifth Grade
Standard: S5L1. Students will classify organisms into groups and relate how they determined the
groups with how and why scientists use classification. a. Demonstrate how animals are sorted into
groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian,
reptile, bird, and mammal).
Vocabulary: Group ,Classify, Conclude, Characteristics, Vertebrate ,Invertebrate, Fish, Mammal,
Bird Reptile, Amphibian
Focus: TSW focus on placing deceased animals into their appropriate animal group based solely on
their physical characteristics.
Opening: Student Entrance: TSW enter the lab listening to sounds ofanimals in the ocean. TSW enter the lab
and display the laboratory sign language sign. TTW sit quietly on the lawn or in chairs facing the white board
until all ofthe students have entered the lab. Brain based Hook:TTW asks the students to close their eyes,
listen to the sounds, and try to figure out the sounds that they hear.
Video Hook: Classifying Animals https://www.youtube.com/watch?v=Ms6yqANNzR8
1. Why do scientists classify things?
Enduring Understanding:
1. Scientists use classification to identify and study new species
have the students say the mission once along with her and once independently. TTW direct the students to turn
toward the target standard’s board, read the target standard aloud, and break down the meaning of the target
standard. TSW discuss the Vocabulary in-depth to the students utilizing hand signals when needed on the lawn
(refer to the word wall). TTW ask 2 students to clarify the meaning ofthe target standard in their own words.
TTW ask state the essential questions for the day and allow 2-3 students to propose an answer. TTW tell the
students to think about the answer to the essential questions as they conducttheir experiments.
Background Knowledge Spoken:
Task: Classification Expo
Purpose: TSW use several differentfood items representing the various organelles or cell structures found in
plant and animal cells to constructan edible cell model. This activity will help you learn more aboutthe different
parts ofa cell and their functions.
Materials: 20 different animals, pencils, classification sheet, magnifying glasses, gloves
Procedures: TSW receive a classification sheet and move around the lab classifying the animals and plants
that they observe.TSW be allowed to touch certain animals that are designated by the teacher. TSW touch all
the plants exceptfor the cactus. TSW can use the magnifying glasses and microscopes to take a closer look at
the animals. * Special animals will be setaside for touching* TSW be allowed to communicate with each other
throughout the work period. TTW assiststudents throughout the work period as well as take observatory notes
on all of the students.
lawn/ tables to prepare for conversational learning time. Closing: TTW review the Classification Expo in depth
(using the vocabulary listed above) and allow each studentto state which two of their 5 senses that they
utilized. TTW state the answers to the essential questions. TTW state the enduring understanding. TTW state
what the students should be able to discuss with their parents.
Ticket out the door: TTW ask each student to state one animal group they learned abouttoday and give an
example ofits member. Each studentwho states one will receive an eatable treat.

Kelley Lake's Laboratory K-5 January 9-13 2017

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