SCIENCE

= SCIEN C E = Put notes for science committee here...

Science Lab

October 2 || || Families/Color Mixing ||
 * Date: || Lesson Plan || Science Note-Book ||
 * September 7-11 || [[file:my.5.senses.doc]] || The Five Senses ||
 * September 14-18 || [[file:Science - My Body.doc]] || My Body ||
 * September 21-25 || [[file:HOMES.doc]] || Homes ||
 * September 28-
 * October 5-9 || [[file:Health.doc]] || Health ||
 * October 19-23 || [[file:Science Lesson on Weight.doc]] || Weight ||
 * October 26-30 || [[file:community helpers]] || Community Helpers ||


 * January 11- 15 || [[file:Balloon - Static Electricty.doc]] || Celebration ||
 * February 1-5 || [[file:Science-Weather.doc]] || Weather ||
 * March 8-12 || [[file:Science-Texas Museum.doc]] || Texas Museum ||
 * March 22-26

May 3-5 || || Plants/Plantas

Zoo Animals || the beach" ||
 * May 10-14 || [[file:OceanScienceLesson.docx]] || "A sensory day at
 * May 17-21 || [[file:Science Lesson Oceans.docx]] || Oceans ||



1. Autumn leaves 2. Magnet power 3. Magnet attracts 4. Sink or Float 5. Reindeer 6. Penguin 7. Bear 8. Ice 9. Weather 10. What scares me 11. Penny 12. Birds 13. Texas 14. Sunflower 15. Plants 16. Insects 17. Bugs 18. Farm Animals 19. Pets 20. Zoo Animals
 * Science Journal Table of Contents**

Oceans 1 Talk about fishing and the ocean. Demonstrate with the fishing pole and talk about how you can catch different things from the ocean. There is a tackle box and a light they use for fishing. Watch power point on people we know fishing and then watch You Tube video. Have kids play a fishing game. Have each student take a turn with the magnetic fishing pole. When they pull up a picture have student show class and talk about what each one is. If you have more time talk about the sea shells and sand on table. Have students feel and explore shells. For science journal have student draw the fish they caught.

__ Pets April 27-May 1 2009 __ Guidelines: __ Use new vocabulary in language of instruction. Share observations and findings with others through pictures, discussions, or dramatizations. Investigate and describe unfamiliar objects. __ Objective: __ Students will use the processes of science to develop a further understanding about pets. Students will learn the characteristics of pets and what makes them good pets. They should be able to tell why certain animals do not make good pets (ex: elephants, giraffe, etc.) Discuss how there are also exotic pets (iguanas, snakes, pigs, lizards, ferrets, etc.)

** Vocabulary: ** pets, exotic pets, domestic, train, __ Materials: __ PowerPoint of staff member’s pets. Different types of pet food (dog food, cricket (for iguanas and lizards), bird seed, cat food, etcs.) Posters of pets Bridge Map: Animal and their food. __ Introduction:

__1. Students will look at pictures on wall 2. View PowerPoint 3. Review types of pets 4. Discuss exotic animals 5. Explain why certain animals make good pets __

Activity __** : ** 1. Match what food goes with what pet 2. Do Bridge Map (ex: Birds eat seeds like Iguanas eat crickets) __

Journal __ Students will have to identify which animals would make good house pets. Place X on those that would not and color the animals that would. __

**Farm Animals** ** Vocabulary: ** sheep, lamb, pig, piglet, chicken, hen, rooster, chick, mammal, bird, feathers, wool, hair, domestic, hatch, hoof, claw, udder, environment, country, farm 1. Students will view PowerPoint presentation about farm animals (pictures, sounds) 2. Review different kinds of farm animals ** Activity: **** At the first table, students will sort and match farm animals with their products. For example: chicken/eggs, sheep/clothing, pig/bacon. At the second table, students will practice ‘milking’ a cow. ** ** Extension/Assessment: ** Draw favorite farm animal and what people get from it. Class can create a graph of favorite farm animals.
 * Guidelines: ** Use new vocabulary in language of instruction. Share observations and findings with others through pictures, discussions, or dramatizations. Investigate and describe unfamiliar objects.
 * Objective: **Students will use the processes of science to develop a deeper understanding of farm animals and what they produce.
 * Materials: **
 * 1) farm animals
 * 2) farm animal products
 * Introduction: **

Ants Ladybugs Butterfly Grasshoppers (kids brought insects from home) LadyBug Butterfly Ant Each day there is a batch of worms added to the soil Students can see the tunnels the worms make Soil had cornmeal and banana. This shows the importance of worms compost.
 * Insects ** Discuss how there are different types insects and their body parts
 * Video: Insects (Approx. 12 minutes) **
 * Cycle of Life **
 * Insect Pictures **
 * Insects 2nd Week: **
 * Observation of worms **
 * Worm View Finder **
 * Book: Under one rock **

Plants ** Objective: ** Students will use the processes of science to develop a further understanding about parts of a plant. Students will begin to make a connection to their lives by sampling different parts of a plant. ** Vocabulary: ** roots, flowers, seeds, leaves, and stems Different types of fruits and vegetables that are classified as roots, flowers, seeds, leaves, and stems Samples of seeds Pictures of fruits and vegetables that are classified as roots, flowers, seeds, leaves, and stems 1. Students will look at pictures on wall 2. Review parts of the plant – flower, roots, seeds, leaves and stem.
 * Guidelines: ** Use new vocabulary in language of instruction. Share observations and findings with others through pictures, discussions, or dramatizations. Investigate and describe unfamiliar objects.
 * Materials: **
 * Introduction: **
 * Activity: Taste different parts of a plant. ** Students will talk about each part of a plant and then try a piece of food. (ex. Talk about leaves and try a piece of lettuce)
 * Extension/Assessment: ** Match seed to plant.
 * - Texas **
 * Guidelines: ** Use new vocabulary in language of instruction. Share observations and findings with others through pictures, discussions, or dramatizations. Investigate and describe unfamiliar objects.

** Objective: ** Students will use the processes of science to develop an understanding about their state, Texas. Students will also begin to recognize that living things have similar needs for water, food, and air. ** Vocabulary: ** soil, plants, climate, weather Pictures of Texas Landscapes Examples of plants grown in Texas (ex. Cactus) 1. Students will look at pictures on wall 2. Review important facts about the variety of soil in Texas with the students. 1. Students will observe and feel the different types of soil in Texas and also look at different plants that grow in Texas. 2. Talk about why certain plants can survive in Texas.
 * Materials: **
 * Introduction: **
 * Activity: Making a bird feeder **
 * Extension/Assessment: ** Have students bring samples of dirt from their home and compare and contrast the dirt.

** Objective: ** Students will use the processes of science to develop an understanding about their world. Students will also begin to recognize that living things have similar needs for water, food, and air. ** Vocabulary: ** Bird, feathers, beak/bill, talons, wings Water bottle glued to plastic bowl Bird seeds Box Cutter Funnel Spoon 1. Students will view: Birds Sounds Movie 2. Review important facts about birds with the students. 3. Review birds using the books provided. 1. Have each student fill the spoon with bird seed and drop them into the bottle using the funnel. 2. After each student has a turn close the bottle. 3. Cut 2-3 holes on the bottle at the bottom using the box cutter so that the birds can reach the seeds. 4. Hang the feeder on a tree outside. Check it regularly to see if the seeds are being eaten. What do birds use to eat food? Do they have a mouth like us? Students describe how a bird beak is different from our mouth. (Hard beak, tongue has a bone in it) What kinds of food do birds eat? Do all birds eat the same thing? Name some different kinds of food that birds eat (fish, seeds, fruit).
 * Birds **
 * Guidelines: ** Use new vocabulary in language of instruction. Share observations and findings with others through pictures, discussions, or dramatizations. Investigate and describe unfamiliar objects.
 * Materials: **
 * Introduction: **
 * Activity: Making a bird feeder **
 * Extension/Assessment: ** Check the bird feeder regularly. Graph the amount of seeds in it over time. How long does it take the birds to eat all the seeds?

Use new vocabulary in language of instruction. Share observations and findings with others through pictures, discussions, or dramatizations. Investigate and describe unfamiliar objects. Dull and dirty pennies ¼ cup white vinegar 1 teaspoon salt Clear shallow bowl (not metal) Paper towels
 * Shiny Pennies **
 * Guidelines: **
 * Objective: **Children will begin to understand the concept of chemical changes. Children will understand Cause and effect.
 * Vocabulary: ** Dissolve, Copper, Chemical reaction
 * Materials: **

1. In a bowl add 1 tsp. salt to ¼ cup white vinegar. 2. Stir until the salt dissolves. 3. Drop a few dirty pennies in the liquid and watch them become shiny. 4. Rinse the pennies well under running water. 5. Set them on a paper towel to dry.
 * Procedures: **

Why do the pennies change from dull to shiny? The copper in the penny mixes with oxygen in the air and makes the copper dull in color. In the acidic vinegar solution, the copper separates from the oxygen, restoring its shine. (A nickel won’t have the same reaction because it doesn’t have copper, the element that causes this chemical reaction to take place.)


 * Extension/Assessment: ** Talk with your child about how different the pennies look after they’ve been in the vinegar solution. Talk about the fact that it is still the same penny, even though it may look different now.

Reindeer-a large deer Bulls - male Cows - female Herbivore – plant eater Antlers-deer’s horn
 * Reindeer **
 * Vocabulary **
 * Objective: Students will use their senses while learning about reindeer. **
 * Whole Group: **** Ask the students what they know about reindeer. **
 * Talk about the vocabulary words and their meanings. Discuss the follow facts: **
 * 1. A full grown reindeer can run between 12 and 15 miles an hour pulling a loaded sleigh. They can do this for many hours. **
 * 2. Reindeer can be found in northern parts of North America, Asia and Europe. It is very cold where they live. **
 * 3. Reindeer eat lichen (moss), twigs, mushrooms, and green plants. **
 * 4. Reindeer can carry up to 300 pounds. This is the same as they weight. **
 * 5. The people drink reindeer milk and eat reindeer meat. The people use the skins for clothing and to make tents. **
 * 6. Reindeer have fat think bodies and short legs. **
 * 7. Reindeer have white tails and necks. Their coats are brown and white. **
 * 8. The fur of the reindeer turns a light color in the winter and a darker color in the summer. **

Seeing: **** First, discuss the reindeer and body parts: antlers, ears, eyes, hooves, and tail. **
 * Small Group Activity: **
 * Touch & Smell: There will be several different kinds of animal skins with fur on them for the students to feel and compare **
 * Let the children feel the skin. Talk about rubbing the skin where it feels smooth and then rubbing it in the other direction will be rough. Have the children smell the skin. Does it have a smell? **
 * Next, ( There will be a set of anthers) Let the students feel the antlers and talk about how heavy they are **
 * Discuss how they feel. Are they smooth or rough?

Journal: Students cut out the pieces of the reindeer and glue them together in their journal. These can be labeled if time permits.

** “Just Ducky” **


 * Guidelines: ** Use new vocabulary in language of instruction. Begins to perform simple investigations.


 * Objectives: ** The student will be able to state how ducks are able to keep their feathers from getting wet.

** Vocabulary: ** birds, feathers, oil, waterproof Plastic containers filled with water Paper feathers Vegetable shortening 1. Divide the class into groups. 2. Hand each child two paper feathers. 3. Have students coat both sides of one feather with the shortening. 4. Fill the containers with water. 5. Place both feathers in the water. 6. Observe and record findings.
 * Materials: **
 * Procedures: **
 * Discussion: ** Explain that water soaked into the uncoated feather, but beaded up on the coated feather. The shortening provided a waxy coating that protected the feather. Ducks waterproof their feathers with a waxy type of oil. This oil is produced in a gland at the base of the tail. The duck uses its bill to rub its feathers with oil.

- Magnets 5 E Science Model Engage – with a wand magnet ‘grab’ the paperclips inside a plastic jar. Move the wand so the paperclips move around. Move the magnet over the lid and watch the paperclips drop. Why did the paperclips drop? -- 2-4 minutes
 * 1) Engage – grab students’ attention
 * 2) Explore – students are free to explore the activity without teacher intervention
 * 3) Explain – explain the lesson – what is to be learned
 * 4) Elaborate – more in-depth lesson on topic
 * 5) Evaluate – what did the students learn

Explore – at the table let students explore baskets of different materials with magnets. Allow the students to discuss/debate what they are doing and why. Questions should not be answered by the teacher at this time. This is just their time to explore how magnets work. -- 6-9 minutes Explain – do a picture walk of the big book The Mystery of Magnets or the pictures on the wall. Refresh them of what they learned last week. Use scientific words (attract, repel) to talk about how a magnet works – it attracts metal objects. Explain why the paper clips move around the jar with the magnet and why the fall down under the lid. Introduce how magnets repel each other based on their poles (no need to go into great detail about the poles of a magnet but they were talked about in the big book). Demonstrate with bar magnets how they ‘fight’ or ‘repel’ one another. -- 2-4 minutes Elaborate – students go back to their tables and put the car through the maze using magnets. Change the metal objects (big/small paperclips, screws, nuts, post-its, etc) on the cars – which object was easier to move the car with? Why? Could a magnet move a real car? Why or why not? -- 7-10 minutes Evaluate – answer the question and paste into the science journal; can then draw their favorite part of the lesson. -- 1-3 minutes

Lessons December November 12, 2008

Next meeting will be after the Thanksgiving holiday _
 * 1) Discussed buying of a book Ms. Reyes and Miss Martin saw at CAST conference; would like 1 per pod if possible.
 * 2) RESULT – talked with Mrs. Tucker after school and she is buying the main book - 1/pod; also buying some other science resource books 1 copy each;
 * 3) Discussed the need for detailed lesson plans before lab each week; talked about following the 5E model.
 * 4) RESULT – will look up the 5E model through the District Webpage Hands on Science Center (HOC)
 * 5) Discussed the possible discourse between themes and standards – are all standards being met with theme lessons
 * 6) RESULT – homework for next meeting is to compare themes and standards and look for gaps; highlight where standards could fit in with ‘other’ themes

** SCIENCE PLC 4/29/2009 **

i. Leaves ii. Brown paper sack
 * 1) Discussed lesson plans for zoo animals
 * 2) Make PowerPoint of zoo animals and field trips
 * 3) Discussed plans for identifying animal habit
 * 4) Have 5 identical pictures, one for each child at the table
 * 5) Discussed materials
 * 6) Zoo/jungle

i. Popsicle sticks ii. Styrofoam
 * 1) Farm

i. Dye cut fish ii. Blue saran wrap iii. Large paper plates
 * 1) Ocean

i. “fishing poles” ii. String iii. Magnets iv. Paper clips v. Ocean animal pictures: seahorse, starfish, octopus, fish, shark, whale, etc. vi. table
 * 1) Take picture of product and glue in journals, glue habitat paper in journal
 * 2) Discussed Oceans (Week 1)
 * 3) Need videostreaming of fishing
 * 4) PowerPoint of staff members fishing (need pictures)
 * 5) Materials

_
 * 1) Students ‘fish’ in ocean and identify which ocean animal they pull out
 * 2) Students will illustrate the animal they fish out in their journals
 * 3) Oceans (Week 2)
 * 4) Salt water vs. fresh water?
 * 5) Egg floats in salt
 * 6) Will revisit this at next meeting

Start Dinosaurs 5/18 Dino 1: 5/18-5/22 Videostreaming - Why Did the Dinosaurs Become Extinct? Volcano – vinegar and baking soda, one demo per class Bury cup in sand Dino Dig – uncover fossils, toy dinosaurs Make a flow map: what did we do first, second, third with the volcano Kids are paleontologists
 * SCIENCE PLC 5/14/2009**

Dino 2: 5/25-29

Read __Dinosaurs, Dinosaurs__ by Byron Barton Stencil book – different dinosaurs Table 1 – stencils Table 2 – stamps