This photo shows shadows being cast on a street by trees. The sun provides energy for plants like the trees and grass to grow. Students would learn that:
1) The street in sunlight would be hotter than the shaded parts in the shadows.
2) The sun creates energy through photosynthesis that allows plants to grow.
3) Demonstrations with solid and non-solid objects can show how shadows are formed by blocking sunlight.
This document provides guidance for submitting photos to a science and math photo journal. Photographers are prompted to include an explanation for why they took an image, potential science or math concepts it illustrates, how it could be used to teach learners those concepts, and an inquiry question aligned to Bloom's taxonomy to promote higher-level thinking.
This document outlines a 1.5 week lesson plan for a 1st grade class on ocean life. The plan includes 7 days of activities to teach students about ocean ecosystems and the living and non-living things within them. Each day focuses on a different aspect of ocean life through reading, research, art, and outdoor activities. Students will research an ocean creature, create a class book, and participate in a recycling project. The teacher will assess learning through class discussions, a KWL chart, and student presentations of their creature research.
This document describes an ecosystem lesson plan for students. It defines an ecosystem as a system formed by living things interacting with their physical environment. The lesson introduces students to the components of an ecosystem - climate, vegetation, and animal life - and how they work together. It then focuses on the local temperate deciduous forest ecosystem. Students are divided into groups to make a puzzle about the climate, vegetation, and animal life of the forest ecosystem using images from magazines. Finally, the document discusses extending the lesson by having students research other ecosystems in groups.
This document provides examples of how various everyday objects and activities relate to science and math concepts. It discusses how pets can teach about life sciences by looking at their needs and environments. Sports like kickball demonstrate physics principles of forces and motion. The beach is used to illustrate concepts in earth systems science like tides, erosion, and properties of materials. Finally, baking cupcakes connects to physical science changes in matter by combining and transforming ingredients through heating.
This document provides examples of how various everyday objects and activities relate to science and math concepts. It discusses how pets can teach about life sciences by looking at their needs and environments. Sports like kickball demonstrate physics principles of forces and motion. Beaches illustrate earth science topics like tides, erosion, and properties of materials. Finally, baking cupcakes connects to physical science changes in matter by combining and transforming ingredients with heat.
The document discusses how visual literacy tools can help engage 21st century learners and future scientists. It provides examples of several virtual environments and websites that use visuals like diagrams, videos, and interactive simulations to help students better understand scientific concepts in subjects like plants, weather, the human body, and chemistry. These visual tools are said to increase student comprehension, engage higher-order thinking skills, and better prepare them for a global, technology-driven society that values visual literacy and life-long learning.
1) Students will learn about adaptations by researching different plant adaptations to biomes and presenting their findings.
2) They will then participate in an activity using utensils to represent animal adaptations for feeding and discuss how adaptations affect survival.
3) On another day, students will research specific animal adaptations by choosing a continent, animal and describing its features and behaviors that help it survive in its habitat.
Guided Response Criteria (respond to a minimum of 2 classmates) 1.docxisaachwrensch
Guided Response Criteria (respond to a minimum of 2 classmates):
1.
Comment on the design of your peers Fact Sheet.
2.
What about the design appealed to you?
3.
Would you be interested in adapting it for your own use? Why or why not?
please make sure you answer the question above with reponding to my peers work below
Not having your text can make you feel as though you have no idea what is going on during class, hopefully my fact sheet can help you!
Understanding the importance of science in a classroom can help children develop in many different areas as well. Jaruszewicz (2013) explains that scientific thinking includes the approach of curiosity and reasoning to answer questions and teachers enhance the “systematic investigation” that encourage children to ask questions that are open ended.
There are three different types of science that is taught to children that include physical science, life science, and earth science.
Physical science can be explained through simple measures such as when a child pains in art area, or uses magnetic blocks on a light table to even seeing their own shadow while running outside. Children learn through play. As they make observations through everyday objects, they learn about different senses and the different ways things work. For example, Jaruszewicz (2013) suggests that children learn about the natural forces for the world, such as gravity, magnetism, lights and speed through objects they use on a daily basis. Physical science involved lights and shadows, color, magnetism, solids, liquids and gases, weight force and motion, and static electricity. One way to promote development in an educational setting for young children is to use what they already know. For example, when using lights and colors to understand color knowledge. In a preschool classroom, using color shades to mix and make other colors can help children understand that there are other ways to make colors using lights and shades. You can also use shadows as an example because children are able to see their shadow everyday. Incorporating this in the classroom a teacher could use measuring cubes to measure the length of a shadow. Magnet tiles are a good way for children to create shapes and understand the connection that magnets have to make things attach.
Life science focuses on the study of living things and their habitats. Understanding the difference between a living thing that breathes and grows and an object. Our texts suggest that there are concepts that are important for children to focus on. These include
All living things grow and change
Things that are living need food
Living things decompose
Fossils occur when living things decompose and become remains
Organisms that are living have a system that make them work
Things that are living inhabit and interact with different kinds of environments.
Yi-Chin Lan from NAEYC explains 10 different tips that support children’s science learning. Number one being “values your child’s .
This document provides guidance for submitting photos to a science and math photo journal. Photographers are prompted to include an explanation for why they took an image, potential science or math concepts it illustrates, how it could be used to teach learners those concepts, and an inquiry question aligned to Bloom's taxonomy to promote higher-level thinking.
This document outlines a 1.5 week lesson plan for a 1st grade class on ocean life. The plan includes 7 days of activities to teach students about ocean ecosystems and the living and non-living things within them. Each day focuses on a different aspect of ocean life through reading, research, art, and outdoor activities. Students will research an ocean creature, create a class book, and participate in a recycling project. The teacher will assess learning through class discussions, a KWL chart, and student presentations of their creature research.
This document describes an ecosystem lesson plan for students. It defines an ecosystem as a system formed by living things interacting with their physical environment. The lesson introduces students to the components of an ecosystem - climate, vegetation, and animal life - and how they work together. It then focuses on the local temperate deciduous forest ecosystem. Students are divided into groups to make a puzzle about the climate, vegetation, and animal life of the forest ecosystem using images from magazines. Finally, the document discusses extending the lesson by having students research other ecosystems in groups.
This document provides examples of how various everyday objects and activities relate to science and math concepts. It discusses how pets can teach about life sciences by looking at their needs and environments. Sports like kickball demonstrate physics principles of forces and motion. The beach is used to illustrate concepts in earth systems science like tides, erosion, and properties of materials. Finally, baking cupcakes connects to physical science changes in matter by combining and transforming ingredients through heating.
This document provides examples of how various everyday objects and activities relate to science and math concepts. It discusses how pets can teach about life sciences by looking at their needs and environments. Sports like kickball demonstrate physics principles of forces and motion. Beaches illustrate earth science topics like tides, erosion, and properties of materials. Finally, baking cupcakes connects to physical science changes in matter by combining and transforming ingredients with heat.
The document discusses how visual literacy tools can help engage 21st century learners and future scientists. It provides examples of several virtual environments and websites that use visuals like diagrams, videos, and interactive simulations to help students better understand scientific concepts in subjects like plants, weather, the human body, and chemistry. These visual tools are said to increase student comprehension, engage higher-order thinking skills, and better prepare them for a global, technology-driven society that values visual literacy and life-long learning.
1) Students will learn about adaptations by researching different plant adaptations to biomes and presenting their findings.
2) They will then participate in an activity using utensils to represent animal adaptations for feeding and discuss how adaptations affect survival.
3) On another day, students will research specific animal adaptations by choosing a continent, animal and describing its features and behaviors that help it survive in its habitat.
Guided Response Criteria (respond to a minimum of 2 classmates) 1.docxisaachwrensch
Guided Response Criteria (respond to a minimum of 2 classmates):
1.
Comment on the design of your peers Fact Sheet.
2.
What about the design appealed to you?
3.
Would you be interested in adapting it for your own use? Why or why not?
please make sure you answer the question above with reponding to my peers work below
Not having your text can make you feel as though you have no idea what is going on during class, hopefully my fact sheet can help you!
Understanding the importance of science in a classroom can help children develop in many different areas as well. Jaruszewicz (2013) explains that scientific thinking includes the approach of curiosity and reasoning to answer questions and teachers enhance the “systematic investigation” that encourage children to ask questions that are open ended.
There are three different types of science that is taught to children that include physical science, life science, and earth science.
Physical science can be explained through simple measures such as when a child pains in art area, or uses magnetic blocks on a light table to even seeing their own shadow while running outside. Children learn through play. As they make observations through everyday objects, they learn about different senses and the different ways things work. For example, Jaruszewicz (2013) suggests that children learn about the natural forces for the world, such as gravity, magnetism, lights and speed through objects they use on a daily basis. Physical science involved lights and shadows, color, magnetism, solids, liquids and gases, weight force and motion, and static electricity. One way to promote development in an educational setting for young children is to use what they already know. For example, when using lights and colors to understand color knowledge. In a preschool classroom, using color shades to mix and make other colors can help children understand that there are other ways to make colors using lights and shades. You can also use shadows as an example because children are able to see their shadow everyday. Incorporating this in the classroom a teacher could use measuring cubes to measure the length of a shadow. Magnet tiles are a good way for children to create shapes and understand the connection that magnets have to make things attach.
Life science focuses on the study of living things and their habitats. Understanding the difference between a living thing that breathes and grows and an object. Our texts suggest that there are concepts that are important for children to focus on. These include
All living things grow and change
Things that are living need food
Living things decompose
Fossils occur when living things decompose and become remains
Organisms that are living have a system that make them work
Things that are living inhabit and interact with different kinds of environments.
Yi-Chin Lan from NAEYC explains 10 different tips that support children’s science learning. Number one being “values your child’s .
This document provides information about an ecosystems unit being taught to students. The unit will explore different ecosystems through class activities and a student project where they explore their local ecosystem. Students will answer questions about problems facing ecosystems and how ecosystems are similar and different. The goals are for students to meet standards, gain hands-on experience with ecosystems, use critical thinking to address ecosystem problems, and understand human impacts on the environment. The project requires students to describe and illustrate the living and non-living parts of their study ecosystem.
This document provides resources for teaching a unit on light and color to grades 4-5. It includes blogs, podcasts, instructional videos, websites, books, experiments and worksheets that explain how light interacts with objects to produce the colors we see. Interactive tools like blogs, videos and online games help students understand concepts like reflection, absorption, rainbow formation and color mixing in a hands-on way. The sources listed are from reputable educational organizations and can support teaching about light, optics, clouds and how animals perceive color.
This document provides details for a lesson plan on weathering for a 4th grade science and writing class. The lesson plan involves showing a Bill Nye video on weathering rocks, discussing physical and chemical weathering, having students observe styrofoam cups weathering in acetone to represent rocks weathering with acid, and assessing students through an exit slip asking them to provide examples of physical and chemical weathering. The lesson aims to help students understand how weathering breaks down rocks over long periods of time.
This presentation provides an overview of an upcoming classroom unit called "Pond Water and Pollywogs" that will teach students about frog life cycles and habitats over 12-15 weeks through hands-on activities like observing frog eggs hatch and creating an artificial frog habitat; the teacher will guide student learning and ensure all students participate in groups while documenting observations, and the unit meets state science and technology standards.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and instructions for activities where students will form a food web using yarn and pictures, observe how the web is affected when parts are removed, learn about seed dispersal through a video and chart, and construct an ecosystem in a shoebox. The lesson aims to teach students how different organisms depend on one another and the consequences of disrupting ecosystems.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and procedures for activities having students form a food web using yarn, discuss how the web is affected by removing organisms, study seed dispersal through a chart and video, and construct an ecosystem in a shoebox. The lesson aims to teach students about the relationships between different organisms and how they depend on one another.
This document provides information for teaching a lesson on life cycles to second grade students. It begins with links to curation tools and notes that the lessons were adapted from the Georgia Department of Education.
It then provides standards and objectives related to investigating life cycles of different organisms. Sample organisms include mammals, birds, amphibians, insects, plants, and fungi. It also addresses how seasonal changes affect trees and other plants.
The document lists additional standards from the American Library Association and provides questions to guide student inquiry. It gives directions for lessons on different life cycles and assessing seasonal changes in trees. Rubrics and assessments are provided to evaluate student understanding.
This document outlines a unit plan about how plants and animals are essential to the environment. It includes essential and unit questions, such as how animals adapt to environmental changes and how plants help animals survive. The teacher's role is to guide an experiment showing how a plant grows from a seed. Students will learn about plant and animal parts and life cycles. Parents will receive daily worksheets to support their child's learning. Project-based learning approaches will incorporate real-world problems and technology.
This document outlines a unit plan about how plants and animals are essential to the environment. It includes essential and unit questions, such as how animals adapt to environmental changes and how plants help animals survive. The teacher's role is to guide an experiment showing how a plant grows from a seed. Students will learn about plant and animal parts and life cycles. Parents will receive daily worksheets to support their child's learning. Project-based learning approaches will incorporate real-world problems and technology.
Biology – the living world seminar presentationMichael Botting
This document outlines a biology unit plan for year 7 students focusing on classification of living things. It includes 3 assessment tasks: 1) observing slaters to form and test a hypothesis, 2) classifying animals and creating a dichotomous key, and 3) researching a feral species' impact. The unit aims to engage diverse learners through hands-on activities while meeting science curriculum outcomes. Assessment tasks incorporate different learning styles and abilities.
This document outlines a lesson plan for a 10th grade honors biology class of 30 students with diverse learning styles. The objective is for students to explore photosynthesis through a lab where they analyze inputs and outputs, properly conduct the experiment, and demonstrate understanding in their science notebook blog. Methods include a YouTube review, a photosynthesis lab, an online blog, and a Twitter homework assignment where students share what they've learned. Student participation will be ensured through questioning during the video, hands-on participation in the lab, blogging about results and conclusions, and tweeting about what they learned. The lesson will be evaluated and revised if needed based on lab results, blog quality, and respectful Twitter use.
The document provides a lesson plan for teaching students about the carbon cycle using a bottle ecosystem model. The plan involves students observing a bottle ecosystem and candle demonstration. They then learn key terms and create a diagram of the carbon and oxygen flows within the ecosystem. Finally, students predict how altering different ecosystem components would affect the system, applying their understanding of gases. The goal is for students to understand how living and non-living parts of an ecosystem interact to form the carbon cycle through observation and modeling.
Practical Work in Nature Sciences in Primary Schools Organizationijtsrd
The article reflects on effective methods familiarization of students at the lessons of natural history and extracurricular activities organization and implementation of practical work. Sayfullayev G-‘ulom Mahmudovich | F. Giyasova | Sh. Hakimova "Practical Work in Nature Sciences in Primary Schools Organization" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52075.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52075/practical-work-in-nature-sciences-in-primary-schools-organization/sayfullayev-g-‘ulom-mahmudovich
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
This science lesson plan introduces second grade students to the process of pollination through an interactive simulation. The students are split into groups representing bees and trees. As the "bees" visit each "tree", they distribute paper flowers representing pollen transfer and future apple production. Over the course of the activity, some "bees" are removed to demonstrate the consequences of declining bee populations on fruit production. After the simulation, students complete a worksheet reflecting on what they learned about the importance of pollination and potential impacts without bees.
This unit has been designed to support Year 3 teachers. It integrates some of the Primary Connections Ideas and acknowledges these, yet also add additional resources. We have tried to incorporate higher order thinking skills within the unit.
If you like this resource like and share http://www.australiancurriculumlessons.com.au/2014/08/09/earth-moon-sun-lessons-plans-year-34/ (I am trying to win my son an iPad. The resource on this site with the most likes wins an iPad Mini).
This chapter discusses students' misconceptions in science and how to overcome them. It identifies two main types of misconceptions: preconceptions and school-made misconceptions. Preconceptions are ideas developed by students through their own observations, which often align with historical scientific concepts. School-made misconceptions arise due to inappropriate teaching methods. The chapter provides examples of common student preconceptions in topics like the sun-earth relationship and where wood comes from. It also examines school-made misconceptions that can form regarding concepts like salt dissolution and the nature of chemical reactions. Overcoming misconceptions requires understanding students' perspectives, engaging them in experiments, and ensuring proper use of scientific language and terminology.
This chapter discusses students' misconceptions in science and how to overcome them. It identifies two main types of misconceptions: preconceptions and school-made misconceptions. Preconceptions are ideas developed by students through their own observations, which often align with historical scientific concepts. School-made misconceptions arise due to inappropriate teaching methods. The chapter provides examples of common student preconceptions in topics like the sun-earth relationship and where wood comes from. It also examines school-made misconceptions that can form regarding concepts like salt dissolution and the nature of chemical reactions. Overcoming misconceptions requires understanding students' perspectives, engaging them in experiments, and ensuring clear explanation of scientific terminology.
This lesson plan aims to teach 4th grade students about mixtures and solutions through an inquiry-based experiment mixing substances like sugar, raisins, and candy corn in water. Students will make predictions, record observations, and discuss their findings. The teacher will assess student understanding through observation and graded recording sheets. While the lesson was generally effective, the teacher reflects that planning questions more intentionally and improving time management would enhance student learning.
This document describes a teacher's observations of rocks near their home and their efforts to understand the geology. The teacher notices dark, bubbly rocks that form ridges along a cliff. Based on a close examination, the teacher hypothesizes that the rocks could be ancient lava, as they resemble hardened liquid. The teacher wonders if the ridge was formed by a glacier. The goal is to inspire students to make their own observations and connections in nature to develop understanding and a sense of respect.
This document provides information about an ecosystems unit being taught to students. The unit will explore different ecosystems through class activities and a student project where they explore their local ecosystem. Students will answer questions about problems facing ecosystems and how ecosystems are similar and different. The goals are for students to meet standards, gain hands-on experience with ecosystems, use critical thinking to address ecosystem problems, and understand human impacts on the environment. The project requires students to describe and illustrate the living and non-living parts of their study ecosystem.
This document provides resources for teaching a unit on light and color to grades 4-5. It includes blogs, podcasts, instructional videos, websites, books, experiments and worksheets that explain how light interacts with objects to produce the colors we see. Interactive tools like blogs, videos and online games help students understand concepts like reflection, absorption, rainbow formation and color mixing in a hands-on way. The sources listed are from reputable educational organizations and can support teaching about light, optics, clouds and how animals perceive color.
This document provides details for a lesson plan on weathering for a 4th grade science and writing class. The lesson plan involves showing a Bill Nye video on weathering rocks, discussing physical and chemical weathering, having students observe styrofoam cups weathering in acetone to represent rocks weathering with acid, and assessing students through an exit slip asking them to provide examples of physical and chemical weathering. The lesson aims to help students understand how weathering breaks down rocks over long periods of time.
This presentation provides an overview of an upcoming classroom unit called "Pond Water and Pollywogs" that will teach students about frog life cycles and habitats over 12-15 weeks through hands-on activities like observing frog eggs hatch and creating an artificial frog habitat; the teacher will guide student learning and ensure all students participate in groups while documenting observations, and the unit meets state science and technology standards.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and instructions for activities where students will form a food web using yarn and pictures, observe how the web is affected when parts are removed, learn about seed dispersal through a video and chart, and construct an ecosystem in a shoebox. The lesson aims to teach students how different organisms depend on one another and the consequences of disrupting ecosystems.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and procedures for activities having students form a food web using yarn, discuss how the web is affected by removing organisms, study seed dispersal through a chart and video, and construct an ecosystem in a shoebox. The lesson aims to teach students about the relationships between different organisms and how they depend on one another.
This document provides information for teaching a lesson on life cycles to second grade students. It begins with links to curation tools and notes that the lessons were adapted from the Georgia Department of Education.
It then provides standards and objectives related to investigating life cycles of different organisms. Sample organisms include mammals, birds, amphibians, insects, plants, and fungi. It also addresses how seasonal changes affect trees and other plants.
The document lists additional standards from the American Library Association and provides questions to guide student inquiry. It gives directions for lessons on different life cycles and assessing seasonal changes in trees. Rubrics and assessments are provided to evaluate student understanding.
This document outlines a unit plan about how plants and animals are essential to the environment. It includes essential and unit questions, such as how animals adapt to environmental changes and how plants help animals survive. The teacher's role is to guide an experiment showing how a plant grows from a seed. Students will learn about plant and animal parts and life cycles. Parents will receive daily worksheets to support their child's learning. Project-based learning approaches will incorporate real-world problems and technology.
This document outlines a unit plan about how plants and animals are essential to the environment. It includes essential and unit questions, such as how animals adapt to environmental changes and how plants help animals survive. The teacher's role is to guide an experiment showing how a plant grows from a seed. Students will learn about plant and animal parts and life cycles. Parents will receive daily worksheets to support their child's learning. Project-based learning approaches will incorporate real-world problems and technology.
Biology – the living world seminar presentationMichael Botting
This document outlines a biology unit plan for year 7 students focusing on classification of living things. It includes 3 assessment tasks: 1) observing slaters to form and test a hypothesis, 2) classifying animals and creating a dichotomous key, and 3) researching a feral species' impact. The unit aims to engage diverse learners through hands-on activities while meeting science curriculum outcomes. Assessment tasks incorporate different learning styles and abilities.
This document outlines a lesson plan for a 10th grade honors biology class of 30 students with diverse learning styles. The objective is for students to explore photosynthesis through a lab where they analyze inputs and outputs, properly conduct the experiment, and demonstrate understanding in their science notebook blog. Methods include a YouTube review, a photosynthesis lab, an online blog, and a Twitter homework assignment where students share what they've learned. Student participation will be ensured through questioning during the video, hands-on participation in the lab, blogging about results and conclusions, and tweeting about what they learned. The lesson will be evaluated and revised if needed based on lab results, blog quality, and respectful Twitter use.
The document provides a lesson plan for teaching students about the carbon cycle using a bottle ecosystem model. The plan involves students observing a bottle ecosystem and candle demonstration. They then learn key terms and create a diagram of the carbon and oxygen flows within the ecosystem. Finally, students predict how altering different ecosystem components would affect the system, applying their understanding of gases. The goal is for students to understand how living and non-living parts of an ecosystem interact to form the carbon cycle through observation and modeling.
Practical Work in Nature Sciences in Primary Schools Organizationijtsrd
The article reflects on effective methods familiarization of students at the lessons of natural history and extracurricular activities organization and implementation of practical work. Sayfullayev G-‘ulom Mahmudovich | F. Giyasova | Sh. Hakimova "Practical Work in Nature Sciences in Primary Schools Organization" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52075.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52075/practical-work-in-nature-sciences-in-primary-schools-organization/sayfullayev-g-‘ulom-mahmudovich
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
This science lesson plan introduces second grade students to the process of pollination through an interactive simulation. The students are split into groups representing bees and trees. As the "bees" visit each "tree", they distribute paper flowers representing pollen transfer and future apple production. Over the course of the activity, some "bees" are removed to demonstrate the consequences of declining bee populations on fruit production. After the simulation, students complete a worksheet reflecting on what they learned about the importance of pollination and potential impacts without bees.
This unit has been designed to support Year 3 teachers. It integrates some of the Primary Connections Ideas and acknowledges these, yet also add additional resources. We have tried to incorporate higher order thinking skills within the unit.
If you like this resource like and share http://www.australiancurriculumlessons.com.au/2014/08/09/earth-moon-sun-lessons-plans-year-34/ (I am trying to win my son an iPad. The resource on this site with the most likes wins an iPad Mini).
This chapter discusses students' misconceptions in science and how to overcome them. It identifies two main types of misconceptions: preconceptions and school-made misconceptions. Preconceptions are ideas developed by students through their own observations, which often align with historical scientific concepts. School-made misconceptions arise due to inappropriate teaching methods. The chapter provides examples of common student preconceptions in topics like the sun-earth relationship and where wood comes from. It also examines school-made misconceptions that can form regarding concepts like salt dissolution and the nature of chemical reactions. Overcoming misconceptions requires understanding students' perspectives, engaging them in experiments, and ensuring proper use of scientific language and terminology.
This chapter discusses students' misconceptions in science and how to overcome them. It identifies two main types of misconceptions: preconceptions and school-made misconceptions. Preconceptions are ideas developed by students through their own observations, which often align with historical scientific concepts. School-made misconceptions arise due to inappropriate teaching methods. The chapter provides examples of common student preconceptions in topics like the sun-earth relationship and where wood comes from. It also examines school-made misconceptions that can form regarding concepts like salt dissolution and the nature of chemical reactions. Overcoming misconceptions requires understanding students' perspectives, engaging them in experiments, and ensuring clear explanation of scientific terminology.
This lesson plan aims to teach 4th grade students about mixtures and solutions through an inquiry-based experiment mixing substances like sugar, raisins, and candy corn in water. Students will make predictions, record observations, and discuss their findings. The teacher will assess student understanding through observation and graded recording sheets. While the lesson was generally effective, the teacher reflects that planning questions more intentionally and improving time management would enhance student learning.
This document describes a teacher's observations of rocks near their home and their efforts to understand the geology. The teacher notices dark, bubbly rocks that form ridges along a cliff. Based on a close examination, the teacher hypothesizes that the rocks could be ancient lava, as they resemble hardened liquid. The teacher wonders if the ridge was formed by a glacier. The goal is to inspire students to make their own observations and connections in nature to develop understanding and a sense of respect.
3. Why did I take this photo? - I took this picture to show how a variety of states of matter can happen all at once. - This picture has a solid (ice) that is melting into a liquid form (water). - The solid wax of the candle is being melting into a liquid. The flame of the candle is also showing how matter can turn into a gas. -The liquid water in the teapot is being boiled. The liquid is turning into steam when it gets very hot. - Matter can be anywhere and in many different forms.
4. NJ Core Curriculum Content Standards 5.2.2.A.1 Sort and describe objects based on the materials of which they are made and their physical properties. 5.2.2.A.2 Identify common objects as solids, liquids, or gases. 5.2.2.B.1 Generate accurate data and organize arguments to show that not all substances respond the same way when heater or cooled, using common materials, such as shortening or candle wax. http://www.njcccs.org/search.aspx
5. How to use this photo to teach young students about science First, I would have the students individually try to identity which objects in this photo are a solid, a liquid, or a gas. Next, I would have the class compile a list of the objects that they think could be a solid, liquid, or gas. I would explain to the class what the differences are between solids, liquids, and gases and that they can be called properties of matter. Then I will explain that matter is everywhere around us, but it can come in different forms or properties.
6. How to use this photo to teach young students about science continued… I will also explain that not all objects react to being heated or cooled in the same way. I may do a little demonstration by heating up different objects and see if they all react in the same way. Finally, I will have the students come up with objects that they have at home or in the classroom that have different properties of matter. I want them to be able to determine the difference of objects based on their physical properties.
9. Why did I take this photo? - I took this picture to show that there are similarities in animals. One of the penguins in the picture could be a parent and the rest could be their offspring. -There may be some minor differences, but for the most part the penguins often resemble their parents. -The penguins in this picture have features on their body that enable them to live in their environment. I want the students to see the differences of the features that the penguins have in comparison to the everyday birds that we see in our yards.
10. NJ Core Curriculum Content Standards 5.3.2.B.2 Compare how different animals obtain food and water 5.3.2.D.1 Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring 5.3.2.E.1 Describe similarities and differences in observable traits between parents and offspring 5.3.2.E.2 Describe how similar structures found in different organisms (e.g., eyes, ears mouths) have similar functions and enable those organisms to survive in different environments. http://www.njcccs.org/search.aspx
11. How to use this photo to teach young students about science First, I would have the students compile a list of what they may already know about penguins. I would ask the students to tell me what features the penguins have that can help them live in their environment. How are they different from the birds that we know? Then, I would explain to the class about the similarities that animals can have to their parents. Look at the penguins and how similar they are.
12. How to use this photo to teach young students about science continued… In groups, I would ask the students to draw pictures of other animals that they know of that look similar to their parents. I want them to explain how those features that are similar can help the animal live in the environment that they are in. I will share with the class a picture that I have of my cat and her mother and show how similar they are to one another.
13. Could these penguins live in your house? Why or why not. Explain what features the penguins have that could allow them to live in your home or not to live in your home.
16. The living flowers can be resting on the nonliving fence. The bees on the flowers are also living. There is a boat in the background that is nonliving.
17. The flowers in this picture are alive because of the sun that is being absorbed through its leaves and the water from the soil that it is planted in.
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19. How to use this photo to teach young students about science First, I would explain to the class the difference between living and nonliving things. I would explain that things are living when they can get nutrients and water from their environment and grow. Next, I would have the class get into pairs and come up with some examples of living and nonliving things. I would then explain that the flower in this picture is living because it is getting its food and water from its environment. And because it is getting the food and water it needs, the flowers will grow.
20. How to use this photo to teach young students about science As a whole class experiment, I want each student to plant their own flower seed in a plastic cup. The students will make sure that their flowers are in the sun and have enough water so that it can grow. When the flowers have started to bud, I will have the students take their flowers home to plant with their parents.
21. Explain how the flower in this picture is living or nonliving. Provide examples.
24. NJ Core Curriculum Content Standards 5.2.2.C.1 Compare, citing evidence, the heating of different colored objects placed in full sunlight. 5.2.2.C.2 Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen. 5.2.2.C.3 Present evidence that represents the relationship between a light source, solid object, and the resulting shadow. http://www.njcccs.org/search.aspx
25. How to use this photo to teach young students about science I would first ask the students to tell me what is causing the shadows on the street. After they have given me their answers, I will explain how the light from the sun can create a shadow if something solid is in the way. Next, I will have the students explain to me how the sun is good for the trees and the grass in this picture. The goal is to get them to tell me that the sun creates energy and heat for the plants.
26. How to use this photo to teach young students about science continued… I would demonstrate how shadows work by bringing the class outside along with different shaped objects. Some of the objects will be solid and others will not be. The students will guess which objects will create the shadows before I actually do the demonstration. My last activity will be to have the students work in pairs and trace their shadows in chalk on the sidewalk outside. This will teach them that their bodies are solid and can block the sunlight.
27. If you were walking down the street without any shoes or socks on and it was a hot day, where would you rather walk? Would you want to walk on the shaded part of the street or in the full sunlight? Explain your reasons.