ASAP
Access Science thru
the Access Points
Teaching Earth and Space Science to InD Students
ASAP – Grades 6-12 Earth and Space Science Access Points
includes word banks, resources to build background knowledge, suggested activities,
art/craft/cooking activities, indoor and outdoor activities.
ASAP is a collaborative effort. Thanks to the following contributors;
Susan Alonso, ESE Programs, Volusia County Schools
Jeremy Blinn, S.T.E.M., Academy Director/Program Advisor, University High School
Diane Clow, ESE Programs, Volusia County Schools
Linda Davidson, FDLRS/East, HRD, Volusia
Shari Hill, FDLRS/East CTS, Volusia
Stephanie Hood-Nour, ESE Programs, Volusia County Schools
Jennifer Kelly, Program Specialist, Volusia County Schools
Jennifer Taylor, Science Curriculum Specialist, Volusia County Schools
Daytona Beach Museum of Arts and Sciences
Fall 2011
ASAP: The Big Ideas
Access Science thru the Access Points
Earth/Space Science
5
Big Idea/Standard
Earth and Space in Time
Big Idea/Standard
Earth Structures
6
7
Big Idea/Standard
Earth Systems and Patterns
Body of Knowledge: Earth Space Science
January – March
Big Idea/Standard 5: Earth in Space & Time
Our solar system is part of the Milky Way galaxy. The sun is the center of our solar system. There are 8 planets. The planets
have moons or satellites. Planets move around the sun. Each planet has its own path or orbit. Planets spin like a top. Stars are
made of gases. They are very far away. We can see them at night in the dark. The sun is a star. We see it in the daytime. The
sun makes light and heat. The sun is much bigger than the earth. The earth travels around the sun in 1 year or 365 days. The
moon is a satellite that goes around our planet one time every 29/30 days (month). Craters are found on the moon. The moon
does not make its own light. It reflects light from the sun. 12 men have gone to explore the moon. They wore specials suits.
They could jump higher on the moon because there is less gravity there than on earth.
Word Bank
Background Knowledge
Activity
Art/Craft/Cooking
Indoor/Outdoor
Science vocabulary that
is core to access point
broken down by levels:
Independent, Supported,
Participant.
Create a “Visual
Word Wall”
Introduce a topic to build
background knowledge using:
video, visual supports,
objects, technology tools,
stories and books.
Hands-on “do it” activities
are important to provide
concrete experiences and to
provide opportunity to “talk
it.”
To further extend and
provide repeated
opportunities for
comprehension, extension
activities include: art,
craft and cooking
suggestions.
Movement in and outside the
classroom can provide additional
ways to generalize and increase
comprehension of a topic.
Link Math
Link Writing
Link Reading
Math concepts will be reinforced whenever possible.
Link (AAC)
Communication
Science Projects
Students should have the opportunity to “write” about it.
Read both fiction and non-fiction books, magazines and articles from variety of media to students. Provide means for
students to read books independently using a variety of visual supports and technology.
This is a reminder that communication is the most essential component of all curricula including science. Use visual supports to
build comprehension and understanding of daily language as well as core science vocabulary. Use classroom and student
devices – provide needed overlays, visual supports so everyone can have a turn to “talk” about it.
Sample project ideas are given here. Search online at sites such as http://www.ehow.com/list_6500442_space-fair-ideassecond-grade.html
Big Idea/Standard 5: Earth in Space & Time
Word Bank Participatory
sky
far
warm
not
sun
close
pick
big
moon
move
choose
small
Word Bank Supported + P
planets
fire
rocket
measure
Mars
size
different
blast-off
weight
Mercury
color
revolves
air
weightless
Jupiter
Word Bank Independent + P/S
universe
solar system
distance
mass
Hubbel telescope
radiation
radio waves
asteroid
meteorite
stars
twinkle
look
tell
bright
hot
see
x-ray
milky way
temperature
around
travels
pictures
Florida
infrared night goggles
Saturn
Neptune
nucleus
planetarium
atmosphere revolution
satellites
cameras
ultraviolet radiation
orbit
phases
light
Earth
cold
space
breathe
computers
freeze -dried ice cream
day
blanket
change
night
dots
spin
compare
telescope
gases
seasons
shuttle
eclipse
dangerous
space exploration
Cape Canaveral
Uranus
galaxy
gravity
30 days
month
zero gravity tides
lunar eclipse
big dipper
position
compare
mars rover
effect
solar eclipse
Big Idea/Standard 5: Earth in Space & Time – Background Knowledge
Safari Montage – Playlists to preview
• ESE_InD_6-12_SC_Planets and Stars
o All About the Planets (K-4)
o Formation of Stars and Planets (2-5)
• ESE_InD_6-12_SC_Moon
o All About the Moon (K-4)
o Characteristics of Earth’s Moon (2-5)
• ESE_InD_6-12_SC_Space Exploration
o Bill Nye: Space Exploration (3-6)
o Lunar Habitat (K-5)
o The Importance of Space Suits (K-5)
BoardMaker Visual Supports
• Ordering Planets
Space Match-ups
Moon Questions part 1 & 2
Phases of the Moon
• Planet Matching
Planet Sizes
Identifying Sun, Moon, Stars
Label the Planets
Classroom Suite: (CD)
• Seasons
Things in the Sky
Seasons Three Button Choice
• Moon true/false
Traveling Through Space
Space Travel Writing
Kidspiration:
• 3 Moon Phases
Revolution Around the Sun
Inner Planets
• Winter Activities
PowerPoint Stories: (CD) Some of these need voice and page turners added to PowerPoint** (request assistance if needed)
http://science.pppst.com/earthandspace.html Links to PowerPoint presentations
• 4 Seasons
Apollo 11
Solar Eclipse
Role of the Sun
Moon
• Milky Way
Moon Origin
What Causes Seasons
Space
Hidden Benefits of Space
Books:
• 13 Planets: The Latest View of the Solar System by David Aguilar (National Geographic)
Hot Air Henry by Mary Calhoun
• Through the Moon and Stars and Night Skies by Ann Turner
Planet Earth (Usbourne Beginners, level 2) by Leonie Pratt
Websites:
• http://spaceplace.nasa.gov/ Explore, Do and Play on NASAs Space Place
• http://www.spacegrant.hawaii.edu/class_acts/ Hands-on activities about planets and space from Hawai’i Space Grant Consortium
• http://www.kidsgeo.com/geography-for-kids/0001-hello-earth.php All about the earth and more…
• http://www.kidsastronomy.com/ all about space, stars, constellations, space exploration
Big Idea/Standard 5
Earth/Space: Earth in Space and Time - Activities
*Make a Star Box - Some bunches of stars look like pictures in the sky. Make this star box and you’ll see.
*WHY are there 4 seasons? - Places on the Earth receive more heat from the sun at certain times of the year than other
places. This has to do with the tilt of the Earth. Investigate this!
*Eclipse of the Sun - Using a flashlight and a globe simulate an eclipse of the Sun!
Interactive Poster - Create an interactive poster demonstrating which planets are smaller than Earth and which are
bigger than Earth.
*Lunar Eclipse - Using a flashlight and a globe simulate a lunar eclipse.
*Clothesline Solar System - Build a clothesline solar system.
Creating a Crater - Fill a cardboard flat with dirt. Hold a sizeable rock in your hand above the dirt. Drop the rock into
the dirt. Photograph the resulting “crater” that is created. Create more craters by dropping the rock into the dirt
again and again.
*Twinkle, Twinkle Favorite Star - Simulate why stars twinkle.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
*refer to print out for directions to activity
Big Idea/Standard 5
Earth/Space: Earth in Space and Time Arts/Crafts/Cooking
Planets Gameboard - Play the game “Just Plain Planets” on the gameboard you make.
Using the Ellison gameboard die, create a gameboard to test your students’ knowledge of the planets.
*My Own Telescope - Make this telescopes and have fun looking at the heavens.
*Astronomy Timeline - Show the development over time of the instruments used to look into the heavens.
Interactive Poster - Create an interactive poster showing the moons around the different planets.
*Mount Coco - Learn about the mountains on other planets.
*Planet Saturn - Build a model of planet Saturn using and old CD and a styrofoam ball.
Interactive Poster - Create an interactive poster with questions about the Milky Way.
Filter Formed Earth- Color a coffee filter with green and blue water-soluble markers. These designs can be free form or
might resemble actual shapes on the Earth. When the filter is colored, spray it with a water bottle spritzer. Watch as
the colors blend together. Spray it again if need be and then let it completely dry. Mount it on black or dark blue paper
and decorate it with space decor.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
*refer to print out for directions to activity
Big Idea/Standard 5
Earth/Space: Earth in Space and Time - Indoor/Outdoor
*Orbiting Fun Around the Sun - Find out that the planets take different amounts of time to orbit the sun.
*Day or Night...WHY? - As the Earth turns or rotates we have day and night.
*Telltale Tides - Discover why the tides rise and fall.
Planet Concentration - Match pictures (and the names) of the planets when playing Planet Concentration.
Hermit Crabs, Tides and Behavior! - Create a comfortable environment for a hermit crab. Visit a local shell shop and
purchase a hermit crab. Bring it to its new home and take good care of it. Then, observe the hermit crab during high
ocean tides and low ocean tides to see if its behaviors are different. Chart/record your observations. Does the
hermit crab behave differently during ocean high tides and ocean low tides? Record your observations. (This activity
appears on http://www.ehow.com/list_7605878_experiments-negative-tide-pools.html#ixzz1flEcTGlg)
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
*refer to print out for directions to activity
Access Points
Benchmark
Description
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Body of Knowledge:
Big Idea/Standard 5:
Earth and Space Science
Earth in Space and Time
January - March
The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence
the formation of galaxies, including our own Milky Way Galaxy, stars, the planetary system, and Earth. Humankind’s need to
explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
Compare the distance of the Moon, the Sun and other stars from the Earth.
Independent
Identify that the Earth and Sun are part of the Milky Way Galaxy.
Identify Earth’s position in the Solar System, and its size relative to the Moon and Sun.
Identify gravity as the force that holds orbiting planets in place in the Solar System.
Identify differences in physical properties of stars, such as brightness, color and size.
Describe the Sun as a mass of hot, burning gases that produce very high temperatures.
Compare conditions on other planets in the Solar System to those on Earth, such as gravity,
temperature, and atmosphere.
Identify that long ago people thought the Sun traveled around the Earth (geocentric model) until
scientists proved otherwise. Recognize that the 4 seasons are related to Earth’s position as it
travels (revolves) around the Sun.
Recognize that the Moon’s revolution around Earth takes about 30 days.
Identify technology used by scientists to locate, view, and study objects in space.
Recognize that technology allows special cameras and satellites to take pictures of objects in space.
Identify effects of space research and exploration on Florida’s economy.
Word Bank
moon sun earht
distance
solar system
Milky Way
stars gases
telescope
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Background Knowledge
Activity
Art/Craft/Cooking
Safari Montage
Make a star box:
My Own Telescope:
Boardmaker Pictures
Make a star box and
Make it and take a peek.
Classroom Suite
Print out
view constellations.
PowerPoint Stories
Print out
Websites
Books
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Science Project(s)
What Causes the Seasons to Change?
Indoor/Outdoor
Day or Night…Why?
As the earth turns we have day or
night.
Print out
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC devices, ALS (Aided
Language Stimulation), Make predictions – “I think…,” Copies of action dictionary. Set the stage for communication in all
activities.
Access Points
Benchmark
Description
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Body of Knowledge:
Earth and Space Science
January - March
Big Idea/Standard 5:
Earth in Space and Time
The origin and eventual fate of the Universe still remains one of the greatest questions in
science. Gravity and energy influence the formation of galaxies, including our own Milky Way
Galaxy, stars, the planetary system, and Earth. Humankind’s need to explore continues to lead to
the development of knowledge and understanding of the nature of the Universe.
Identify the relative positions of the Sun, Moon from Earth.
Supported
Recognize that the Solar System is part of a galaxy.
Identify that there are planets and moons in the Solar System.
Recognize that the Sun is the closet star to the Earth and appears large and bright.
Recognize that the Sun is made of gases that are on fire.
Recognize that conditions on other planets in the Solar System are different than those
on Earth.
Recognize that Earth revolves around the Sun creating the 4 seasons.
Recognize that scientists use special tools to examine objects in space.
Identify an effect space exploration has had on the Florida economy.
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SC.8.E.5.Su.h
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Word Bank
Background Knowledge
Activity
Art/Craft/Cooking
Indoor/Outdoor
distance
galaxy
planets
moons
fire
revolves
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Websites
Books
Twinkle Twinkle Favorite
Star:
Simulate why stars
twinkle.
Print out
Filter Formed Earth:
Create the earth on a
coffee filter with
markers.
Planet Concentration:
Match pictures with
names of each planet.
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Science Project(s)
What color are stars? What shape are stars?
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Access Points
Benchmark
Description
SC.8.E.5.Pa.a
SC.8.E.5.Pa.b
SC.8.E.5.Pa.c
SC.8.E.5.Pa.d
Body of Knowledge:
Earth and Space Science
January - March
Big Idea/Standard 5:
Earth in Space and Time
The origin and eventual fate of the Universe still remains one of the greatest questions in science.
Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars,
the planetary system, and Earth. Humankind’s need to explore continues to lead to the
development of knowledge and understanding of the nature of the Universwe.
Participatory
Recognize that the Moon is closer to Earth than the Sun.
Recognize the Sun and stars as objects in space.
Recognize the 4 seasons.
Recognize a technology tool created for space exploration and
adapted for personal use, such as computers, telescopes, or
satellites.
Word Bank
Background Knowledge
Activity
Art/Craft/Cooking
Indoor/Outdoor
moon
sun
earth
seasons
winter spring
fall summer
telescope
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Websites
Books
Creating a Crater:
Drop a rock or heavy
object into a box of dirt
and create a crater.
Mount Coco:
Learn about the mountains
on other planets.
Print out
Orbiting Fun Around
the Sun:
Discover that planets
move around the sun.
Print out
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Science Project(s)
What is the smallest planet?
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 5:
Description
The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence
the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and
residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the
development of knowledge and understanding of the nature of the Universe.
Recognize that the Milky Way is part of the expanding universe.
Independent
Identify stars as giant masses of burning gases that are changing.
Describe the Sun as a medium-sized star with sunspots and storms that can affect weather
and radio transmissions on Earth.
Recognize that there are other planetary systems in the universe besides the Solar System.
Recognize a lunar eclipse, a solar eclipse, and the effect of the Moon on tides on Earth.
Identify major contributions and research from space exploration that affected Florida’s
economy and culture.
Identify tools that use different types of radiation, such as radio waves, ultraviolet radiation,
and infrared waves.
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Earth & Space Science
Earth in Space & Time
January - March
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
Milky Way
stars
lunar eclipse
solar eclipse
Florida
radiation
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Astronomy Timeline:
Show development over
time of instruments used
to look into the heavens
Print out
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
What is it like to live in space?
Science Projects
Eclipse of the Sun:
Simulate a Solar Eclipse
Print out
Hermit Crabs Tides and
Behavior:
Observe a hermit crab during high
and low tides.
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 5:
Description
The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence
the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and
residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the
development of knowledge and understanding of the nature of the Universe.
Recognize that the universe consists of many galaxies, including the Milky Way.
Supported
Recognize that stars are made of burning gases.
Describe observable effects of the Sun on Earth, such as changes in light and temperature.
Recognize that there are planetary systems in the Universe.
Recognize an eclipse.
Identify major contributions related to space exploration that affected Florida.
Recognize examples of tools that use radiation for observation purposes, such as x-rays and
infrared night goggles.
SC.912.E.5.Su.a
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SC.912.E.5.Su.c
SC.912.E.5.Su.d
SC.912.E.5.Su.e
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SC.912.E.5.Su.g
Earth & Space Science
Earth in Space & Time
January - March
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
universe
Milky Way
eclipse
space explorations
x-rays
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Planet Saturn:
Build a model of Saturn
using a CD and Styrofoam
ball
Print out
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Which constellation has the best myth or story?
Science Projects
Clothesline Solar System:
Line up the planets on a
clothesline
Print out
Telltale Tides
Discover why tides rise and fall
using a ball in a bucket of water.
Print out
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 5:
Description
SC.912.E.5.Pa.f
The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence
the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and
residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the
development of knowledge and understanding of the nature of the Universe.
Recognize that when objects move away from each other, the distance between them
Participatory
expands.
Recognize that stars are bright.
Observe and recognize effects of the Sun on Earth, such as temperature changes.
Recognize that Earth is a planet.
Recognize items, such as freeze-dried food and space blankets, developed because of space
exploration.
Recognize a tool that uses radiation for personal reasons, such as x-rays.
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
move
stars
bright
color
hot
cold
earth
planet
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Star Shaped Cookies:
Use a cookie cutter and
bake. Not all stars are
star shaped.
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
What is a sundial and how does it work?
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Science Projects
Earth & Space Science
Earth in Space & Time
Make a Star Box:
Some bunches of stars look
like pictures in the sky make
a star box and see
Print out
January - March
Orbiting Fun Around the Sun:
Find out that the planets take
different amounts of time to
orbit the sun.
Print out
Big Idea 5
Earth in Space and Time
Make a Star Box
What will I learn from this demonstration?
The star pictures in the sky are called constellations.
What you will need for this experiment:
1. a Shoe Box with the cover on
2. black Paper
3. a Flashlight
4. a Piece of Chalk
5. tape
Directions:
1. Cut out one end of the box.
2. In the opposite end cut a circular hole the flashlight can fit into.
3. Make constellation cards from the black paper.
•The black paper should be cut to the same size as the shoe box opening.
•Mark the star points on the black paper with a piece of chalk
•Punch a hole through the chalk marks with a shark instrument.
•Suggested constellations: Big Dipper, Little Dipper, Orion, Leo, Pisces, etc.
4. Turn off the classroom lights. Aim the box with the flashlight in it toward a wall or
the blackboard.
5. Hold a constellation card over the end of the shoe box.
6. Enjoy your constellation show...identify the constellations; have discussions
Big Idea 5
Earth in Space and Time
WHY are there 4 Seasons?
What will I learn from this demonstration?
Parts of the Earth receive more heat from the sun at one time of the year than at another time because of the tilt of the axis of the Earth. This causes the seasons.
What you will need for this experiment:
1. a globe
2. 2 flashlights
3. a thermometer
4. 2 pieces of 8.5 x 11 paper
Directions:
1. Place the piece of paper on a desk. Turn the lights down in the classroom.
2. Place a thermometer on each piece of paper with the tip pointing inward.
3. Shine one flashlight at a 90 degree angle to the thermometer. Shine the other at a 45
degree angle to the thermometer.
4. After a few minutes record the differences in the temperatures of the 2 thermometers. What would you conclude?
5. Repeat the demonstration using a globe. Point the flashlight directly at the globe and
measure the temperature.
6. Angle the flashlight at the globe and notice the difference in the temperature.
It’s a fact! The seasons are cause by the tilt and rotation of the Earth.
It’s a fact! The seasons are caused by the titl and rotatyion of the Erath.
Big Idea 5
Earth in Space and Time
Lunar Eclipse
What will I learn from this demonstration?
An eclipse of the moon occurs when the Earth’s shadow falls on the moon making it look
like all or part of the moon has disappeared.
What you will need for this experiment:
1. a globe
2. a strong flashlight
3. a larger ball like a soccer ball
Directions:
1. Choose a student to hold the Earth (globe), the moon (soccer ball) and the sun (flashlight).
2. Have the students arrange themselves with the Earth between the sun and the moon.
3. Dim the room, turn the flashlight on.
4. If the moon is totally in the shadow it is a total lunar eclipse. If part of the moon is lit,
it is a partial lunar eclipse.
6. Have other students participate in the positions of the sun, the moon and the earth.
It’s a fact!
In ancient times, lunar eclipses were attributed to supernatural causes and were
bad omens. Total lunar eclipses were frightening events.
p.
Big Idea 5
Earth in Space and Time
Eclipse of the Sun
What will I learn from this demonstration?
An eclipse of the sun occurs when the moon passes between the Earth and the Sun and
blocks off some part or all of the sun’s light.
What you will need for this experiment:
1. a globe
2. a strong flashlight
3. a larger ball like a soccer ball
Directions:
1. Choose a student to hold the Earth (globe), the moon (soccer ball) and the sun (flashlight).
2. Have the student with the Earth stand still as well as the student holding the flashlight.
3. That student should point the flashlight directly toward the Earth.
4. Have the student with the soccer ball slowly move the ball into the beam of the flashlight as it shines on the Earth being careful not the get his body in the way.
5. Students will see the eclipse occur as the moon pass directly in front of the sun.
6. Have other students participate in the positions of the sun, the moon and the Earth.
It’s a fact!
In ancient times, solar eclipses were attributed to supernatural causes and were
bad omens. Total solar eclipses were frightening event.
An eclpise of the Sun
Big Idea 5
Earth in Space and Time
Clothesline Solar System
What will I learn from this demonstration?
Each of the planets in our Solar System is a different distance from the sun.
What you will need for this experiment:
1. a piece of clothesline 8 feet long
2. 8 clothespins (one for each of the 8 planet)
3. a ruler
4. a measuring tape
5. a somewhat proportional picture of each of the planets printed out on a small piece of
tagboard.
Directions:
1. Attach the sun to one end of the clothesline after you have hung the line in a place in
the classroom where the display will renain.
2. Cut each of the planets out in a rectanglar strip
fashion as seen here.
M
ERC
UR
Y
3. In turn have students clip their planets to the clothesline as follows:
From the sun...
•Jupiter...11.5 inches
•Mercury...1 inch
•Saturn...19 inches
•Venus...1 and a half inches
•Uranus...38 inches
•Earth...2 inches
•Neptune...60 inches
•Mars...3 inches
Erath.
4. When you have clipped all of the planets to the clothesline have discussions about some
of the following:
•Which planet is closet to the sun; farthest?
•Which trip to another planet from Earth would be the longest?
• Which planet is closet to Earth? so on...
Big Idea 5
Earth in Space and Time
Twinkle, Twinkle Favorite Star
What will I learn from this demonstration?
Refraction is when light beams are bent. This process causes stars to twinkle.
What you will need for this experiment:
1. a large glass bowl
2. a flashlights
3. a large sheet of aluminum foil
4. a ruler
Directions:
1. Crinkle your piece of aluminum foil into a ball and then flatten it out.
2. Place the glass bowl on top of the flattened piece of foil.
3. Put enough water in the bowl to fill it half way.
4. Dim the lights in the classroom and point the lighted flashlight down at the water in
the bowl.
5. Observe the foil/star patterns.
6. Now gently tap the bowl with the ruler, as you continue shining the flashlight into the
water. What do you observe now?
It’s a fact! Light travels in straight lines. When you tap on the bowl the water moves and
the light beams are bent causing the light to go off in different directions. It is the same
with stars. Their light beams have to travel great distances in space. These beams of starlight are bent before they reach our eyes therefore appearing to twinkle!!!!
Big Idea 5
Earth in Space and Time
My Own Telescope
What idea will I reinforce with this activity?
Telescopes have been used for many, many years to examine the heavens.
(*this telescope will not actually magnify but it will simlulate using a telescope)
What you will need for this activity:
1. a cardboard paper-towel tube
2. a cardboard toilet-tissue tube
3. Poster board scraps
4. Scissors
5. Pencil
6. Craft materials for decoration
Directions:
1. Slip the toilet-tissue tube over the paper-towel tube. If the fit is tight, slide the
tubes up and down a few times to stretch out the outer tube. If the tubes fit loosely
together, glue a strip of scrap posterboard around the outside of the paper-towel tube
to act as a filler.
2. Trace each end of the telescope onto scrap poster board. Cut the circles out. Then,
cut a large hole from the center of each circle, leaving a less than one-half-inch border
intact. Glue one poster board circle over each “lens”, using a hot glue gun. This will
reinforce the ends of the telescope.
cut
out
area
3. Decorate the telescope with craft items as desired. Be sure not to obstruct the
sliding action of the two tubes.
4. Slide the tubes close together to see an object up close. Stretch the telescoping ends
apart, without pulling one out of the other, to see objects further away.
Big Idea 5
Earth in Space and Time
Astronomy Timeline
What idea will I reinforce with this activity?
See how mans’ methods of space study have changed over the years.
What you will need for this experiment:
1. a piece of oaktag paper 28 inches long by 4 inches wide
2. scissors
3. markers
4. glue
5. glitter, stickers
6. a ruler
Directions:
1. Prepare your accordian-folded paper timeline from the posterboard.
and so on
2. Cut the pictures out (from attached sheet) and glue them in order on your timeline.
3. Glue the words on the picture that go with it.
eyes
telescope
bigger telescopes
astronauts on the moon
space probes
space vehicles visiting planets
Big Idea 5
Earth in Space and Time
Mount Coco
What idea will I reinforce with this activity?
Learn about the mountains on other planets.
What you will need for this activity:
1. Hershey Kisses
2. 3 small paper plates
Directions:
1. Set a few Kisses on a paper plate and freeze them. They will represent the mountains
on Mars.
2. Set a few other Kisses on a paper plate and put the plate in direct sunlight. This will
represent the mountains on Venus.
3. Set a few more Kisses on a paper plate and leave them at room temperature. These are
the mountains on Earth.
NOW, put your planetary mountains to the test!
Ask these questions about each of the mountain ranges you have created.
1. What differences do you see in the mountains you have created that are from Mars,
Venus and Earth.
2. Are they all the same altitude? (height)
2. What other differences do you see?
4. What happens when you tilt the plates?
Photograph/Discuss
Big Idea 5
Earth in Space and Time
Planet Saturn
What idea will I reinforce with this activity?
Saturn, the second largest planet, has rings around it.
What you will need for this experiment:
1. a used CD
2. glitter
3. 2 inch styrofoam ball
4. Elmers liquid glue
5. string
6. paper clip
7. a toothpick
Directions:
1. Using the glue, design rings on the printed side of the CD. Cover them with glitter.
2. Cut the styrofoam ball in half (have an adult do this)
3. Poke the toothpick into the center of one half of the ball. Hold it to the CD. Poke the
other half of the styrofoam ball on the other end of the toothpick so that it holds the 2
halves of the styrofoam ball together.
3. Hang the planet Saturn using string and the paperclip.
side view of CD
CD
styrofoam ball
toothpick sticking thru
styrofoam ball
Big Idea 5
Earth in Space and Time
Orbiting Fun Around the Sun
What will I find out in this demonstration?
The planets take different amounts of time to travel around the sun. This is because
each one is a different distance away from the sun.
What you will need for this experiment:
This demonstration should be done outside on the school playground where there is lots
of room.
1. A large image of the sun (made on construction paper, poster board, etc.)
2. Enlarged pictures of each of the planets (GOOGLE images of the planets and blow
them up)
3. Assign a student to each of the planet pictures. Those students who are left can be
observatory scientists, making observations about the planetary travels.
Directions:
1. On the playground area, the sun stands in the center of the court.
2. Each of the other planets gets into its appropriate orbit from the sun, with Neptune
being the furthest away.
3. Students hold the pictures of the planets up high and begin the orbiting process
around the sun, each student walking at about the same speed.
4. Observe what takes place.
5. Photograph the stages of this demonstration.
6. When you return to class discuss why some of the planets took much longer to make
one trip around the sun. Ask questions such as “Which planet took the least amount of
time to complete its orbit?” and so on.
Big Idea 5
Earth in Space and Time
Day or Night...WHY?
What will I find out in this experiment?
The Earth rotates on its axis. This rotation takes 24 hours. Since the sun is always shining, half of the Earth is in daylight and the other half is in nighttime.
What you will need for this demonstration:
You will need to darken the room in order to get the full effect of this demonstration.
1. a globe
2. a strong flashlight
3. a small lump of clay
Directions:
1. Place the lump of clay on the approximate location of where you live.
2. Give the flashlight to a student and have her turn it on.
3. Another student holds the globe, one hand at the north pole and one hand at the south
pole.
4. Dim the lights in the room.
5. The student with the flashlight shines it at the Earth as the Earth holder slowly turns
the globe clockwise.
6. Observe what is happening.
7. Ask questions as the demonstration proceeds:
•When it is night here where would it be day?
•What tells you the sun is shining somewhere on Earth?
•Is it day or night where we live?
•What would happen if the Earth did not turn?
Big Idea 5
Earth in Space and Time
Telltale Tides
What will I find out in this demonstration?
The Earth is covered by more than 70 % water. About every 12 hours the seas rise and
fall in what are called tides. This experiment will show you how the oceans rise and fall
creating high and low tides.
Visit http://www.kidsgen.com/school_projects/tides.htm and learn more about tides.
What you will need for this experiment:
1. beach Ball Representing the Earth
2. water
3. large plastic tub or bucket
Directions:
1. Place the tub on a firm, flat surface. Fill it half way with water.
2. Place the beach ball gently in the water so it floats in the middle.
3. Place both hands on top of the ball and push it down into the water gently but firmly.
Look what happens to the level of the water. It becomes a high tide!!!
4. Let the ball gently rise. You will see the water in the tub dropping. So...the tide has
risen and fallen even though the same amount of water is in the tub.
It’s a fact! Gravity pulls the Earth and the Moon together. As the Earth turns, the
Moon pulls at the ocean water directly beneath it, causing a high tide. 6 hours later the
Earth has turned 90 degrees and we experience low tide.
Body of Knowledge: Earth Space Science
January – March
Big Idea/Standard 6: Earth Structures
We live on the planet Earth. The earth is very large and most of life exists on the outer layer which is called the crust. The crust is the
part of the Earth that we walk upon. The coolest layer, the crust, is made of rock and soil and it floats on a sea of hot rock. Pieces of the
crust bump or slide past each other causing earthquakes. Almost all of life on Earth lives on the crust or in water that pools on the crust.
Only 31 miles thick, the crust is a thin layer. Continental plates travel or move about 1-10 centimeters each year. Mountains and valleys
form from movement of the plates. When plates collide we have earthquakes. Below the crust are 2 more layers: the mantle and the core.
No one has seen either of these layers because they are too deep. We learn about the mantle and core from studying rocks. Scientists
created the model of the Earth with the existing 3 layers. Directly under the crust is a layer called the mantle. The mantel is made of
rocks and metals (oxygen, silican, magnesium, iron = minerals). The hot mantle can break through the crust causing volcanoes. The core is in
the middle and is extremely hot. It is about the same temperature as the sun. Iron and nickel sank to form the core over 2 to 4 billion
years ago. Weathering and erosion constantly break down the rocks that make up mountains. The rock cycle shows us that wind and rain
wear away the rocks and then rivers and glaciers carry small rocks to wear them down even more. The earth is constantly changing. Man
can have an impact in how the earth changes.
Word Bank
Background Knowledge
Activity
Art/Craft/Cooking
Indoor/Outdoor
Science vocabulary that
is core to access point
broken down by levels:
Independent, Supported,
Participant.
Create a “Visual
Word Wall”
Introduce a topic to build
background knowledge using:
video, visual supports,
objects, technology tools,
stories and books.
Hands-on “do it” activities
are important to provide
concrete experiences and to
provide opportunity to “talk
it.”
To further extend and
provide repeated
opportunities for
comprehension, extension
activities include: art,
craft and cooking
suggestions.
Movement in and outside the
classroom can provide additional
ways to generalize and increase
comprehension of a topic.
Link Math
Link Writing
Link Reading
Math concepts will be reinforced whenever possible.
Link (AAC)
Communication
Science Projects
Students should have the opportunity to “write” about it.
Read both fiction and non-fiction books, magazines and articles from variety of media to students. Provide means for
students to read books independently using a variety of visual supports and technology.
This is a reminder that communication is the most essential component of all curricula including science. Use visual supports to
build comprehension and understanding of daily language as well as core science vocabulary. Use classroom and student
devices – provide needed overlays, visual supports so everyone can have a turn to “talk” about it.
Sample project ideas are given here. Search online at sites such as http://www.terimore.com/life-science-projects.htm
Big Idea/Standard 6: Earth Structures – Word Bank
Word Bank Participatory
water
coastline
see
hard
soil
wind
change
soft
move
ground
clean
ice
Word Bank Supported + P
erosion
change
volcanoes
watch
chalky
weathering
fossil
pollute
scratch
landforms
crust
harm
glassy
Word Bank Independent + P/S
eruptions
fault
glaciers
sinkholes
beach
rocky
dirty
sand
sandy
rock
hill
flat
air
lake
rough
fast
river
smooth
slow
surface
mountains
mantle
steam shovel
crust
imprints
core
center
layers
past
hottest
outside
outer
effect
boil
deep
solid
liquid
earthquakes
lava
texture
valleys
igneous
canyons
model
riverbeds
sedimentary
movement
metamorphic
plates
Big Idea/Standard 6: Earth Structures – Background Knowledge
Safari Montage – Playlists to preview
• ESE_InD_6-12_SC_Earth Structures
o Bill Nye: Earth’s Crust (3-6)
o All About Land Formations (K-4)
o All About Volcanoes (K-4)
o All About Weathering and Erosion (K-4)
o All About Earthquakes (K-4)
o Bill Nye: Erosion (3-6)
BoardMaker Visual Supports
• Label the Layers of the Earth
Earth Layers Matching
• Weathering and Erosion Quiz
Earthquake Drill
Landforms
Parts of Volcano
In the Mountains
Classroom Suite: (CD)
• Earth Layers
Fossils
Erosion
Landforms
• Beach Litter
At the Beach Writing
Apple Volcano
Kidspiration:
• Landforms
Volcano Shapes
Fire Drill
•
PowerPoint Stories: (CD) Some of these need voice and page turners added to PowerPoint** (request assistance if needed)
http://science.pppst.com/index.html Links to PowerPoint presentations
• Inside the Earth
Glacial Landforms
Landforms by Wind
Layers of Earth & Types of Rocks
• Volcanoes
Soils
Plate Tectonics
San Andreas
Books:
• Hill of Fire by Thomas P. Lewis
Maps & Globes by Jack Knowlton
Three Days on a River in a Red Canoe by Vera B. William
• When I was Young in the Mountains by Cynthia Rylant and Diane Goode
The Trek by Ann Jonas
If You are a Hunter of Fossils by
Byrd Baylor
Websites:
• http://earthquake.usgs.gov/learn/kids/ lots of activities
• http://video.nationalgeographic.com/video/player/environment/environment-natural-disasters/earthquakes/earthquake-101.html - video
• http://www.weatherwizkids.com/weather-earthquake.htm - see and earthquake! & MORE
• http://pbskids.org/dragonflytv/show/earthquakes.html
• http://volcano.oregonstate.edu/vwdocs/vwlessons/lessons/Earths_layers/Earths_layers1.html
• http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Inside.shtml
• http://atozteacherstuff.com/Themes/Volcanoes/
Big Idea/Standard 6
Earth/Space: Earth Structures - Activities
*Milk Carton Erosion - Erosion wastes away soil. Experiment with this.
Agents WIND and WATER - These two agents can change the surface of the Earth. Fill an aluminum tray with dry soil.
Blow on it. Record what happens. Tip the tray with the soil in it and spritz it with water for several minutes. Record what
happens. Have a discussion about your findings.
Basically Erosion - Walk around your school campus and photograph places where erosion has taken place. Discuss what
could be done to prevent further erosion.
Interactive Poster - Create an interactive poster showing how to conserve water at school and at home.
*VAVOOM!!! A Volcano! - Make this simple model to show volcano eruption.
*Shake Rattle and Roll Table - Simulate an earthquake.
Invite a Guest Speaker to talk about fossils from your area. - Museum of Arts and Sciences is a good resource.
A Fossil or Not? - Show samples of fossils and other things found on the Earth’s crust. Have students identify them as
fossils or not.
Animoto Landforms - Take photos of hills, ponds, lakes, sinkholes, etc, and make an Animoto production from them.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
*refer to print out for directions to activity
Big Idea/Standard 6
Earth/Space: Earth Structures Arts/Crafts/Cooking
Layer, Layer, What’s My Layer? - Create all kinds of layered edibles to demonstrate
the layers of the Earth/crust/mantle/core. examples: sandwich cookie, hard boiled egg, apple, peach,
chocolate covered cherry...
*I’m a Sucker for Geology! - Demonstrate how magma is formed.
*Destructive Forces Dance - Art and movement teach about weathering, erosion and deposition.
Collectable Collage - Create a collage of things collected from the Earth’s crust (in your school yard).
Terrific Terrariums! Design a classroom terrarium from from local plants, stones and natural items found by
students.
Strata Sandwiches - Eat hardy when you create these sandwiches! Alternate thin slices of white and pumpernickel
breads (4-6 slices). Put peanut butter and jelly between to represent the layers of different types of underground
rocks.
Core Sample Sandwiches - Prepare different types of sandwiches on different kinds of breads. (peanut butter and
jelly on raisin bread, a club sandwich on rye, ham and cheese on white, BLT on wheat...) Each of these ingredients
represents a layer of minerals under the Earth’s surface. Using an apple corer take a sample. Try to identify the
layers in your core sample.
Clay Earth- Build a model of the Earth with different layered colors of clay (core, mantle, crust)
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
*refer to print out for directions to activity
Big Idea/Standard 6
Earth/Space: Earth Structures- Indoor/Outdoor
*Earth Layer RAP! - RAP this tune as you form the layers of the Earth.
Crust or NOT? - Collect things that are in your school yard that are part of the Earth’s crust. Discuss why some are and
others are not. (on the Earth’s crust: twigs, flowers, leaves...part of the Earth’s crust: rocks, soil samples, pebbles...)
*Weather Goes to the Beach - Watch the effect of water on sand.
Have People Been Here? - With a small plastic bag in hand, go around your school yard and collect evidence that humans
have been there! Discuss your findings when you return to class.
*Fossil Feet - Make fossils from your footprint.
*Mother Earth Made Up! - Understand the parts of the Earth.
Bulletin Board Broadcast - Post information on local fossil finds on a bulletin board.
*EEKS! An Earthquake - Watch soil move in this earthquake experiment.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
*refer to print out for directions to activity
Access Points
Benchmark
Description
Word Bank
Body of Knowledge:
Earth and Space Science
January - March
Big Idea/Standard 6:
Earth Structures
Over geologic time, internal and external sources of energy have continuously altered the
features of Earth by means of both constructive and destructive forces. All life, including human
civilization, is dependent on Earth’s internal and external energy and material resources.
Independent
Describe how weathering and erosion reshape the Earth’s surface.
Identify various landforms in Florida, including coastlines, rivers,
lakes, and dunes.
Recognize that wind and water cause physical weathering and erosion.
Supported
Recognize different landforms in Florida, including beaches
(coastlines), rivers, and lakes
Recognize that water can move soil.
Participatory
Recognize a landform in Florida, such as a beach (coastal), river, or
lake.
Background Knowledge
Activity
Art/Craft/Cooking
Indoor/Outdoor
Erosion
Weathering
rivers
lakes
coastline
beach
soil
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Websites
Books
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
SC.6.E.6.In.a
SC.6.E.6.In.b
SC.6.E.6.Su.a
SC.6.E.6.Su.b
SC.6.E.6.Pa.a
SC.6.E.6.Pa.b
Science Project(s)
Milk Carton Erosion:
See erosion in action by
completing this activity.
Print out
I am a Sucker for
Geology:
Demonstrate how magna
forms by making
lollipops
Print out
EEKS! An Earthquake
Watch soil move in this
earthquake
experiment.
Print out
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC devices, ALS (Aided
Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
How can we measure the wind?
Access Points
Benchmark
Description
SC.7.E.6.In.a
Body of Knowledge:
Earth and Space Science
January - March
Big Idea/Standard 6:
Earth Structures
Over geologic time, internal and external sources of energy have continuously altered the features of
Earth by means of both constructive and destructive forces. All life, including human civilization, is
dependent on Earth’s internal and external energy and material resources.
Identify that Earth has 3 layers (crust, mantle and core) and describe the inside (core)
Independent
as the hottest layer.
Recognize that slow changes, such as mountain building, and fast changes, such as
volcanic eruptions, are caused by shifts below the Earth’s surface.
Demonstrate how older rock layers are deposited at the bottom before younger layers
(Law of Superposition)
Identify physical evidence, such as fossils and sedimentary rock, which show how Earth
has changed over a very long period of time.
Recognize that humans have had an impact on Earth, such as polluting the air and water
and expanding urban areas and road systems.
SC.7.E.6.In.b
SC.7.E.6.In.c
SC.7.E.6.In.d
SC.7.E.6.In.e
Word Bank
Background Knowledge
Activity
Art/Craft/Cooking
Indoor/Outdoor
erosion
weathering
fossils
rock
mantle
core
crust
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Websites
Books
VAVOOM!! A Volcano!:
Make a volcano model.
Print out
Layer, Layer What’s My
Layer:
Create all kinds of layered
edibles to show the layers of
the earth. Examples:
Sandwich, sandwich cookies,
hard boiled egg, apple,
peach
Fossil Feet:
Make fossils from your
footprint.
Print out
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Science Project(s)
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC devices,
ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Which paper decomposes quicker?
Access Points
Benchmark
Description
SC.7.E.6.Su.a
SC.7.E.6.Su.b
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Body of Knowledge:
Earth and Space Science
January - March
Big Idea/Standard 6:
Earth Structures
Over geologic time, internal and external sources of energy have continuously altered the features of
Earth by means of both constructive and destructive forces. All life, including human civilization, is
dependent on Earth’s internal and external energy and material resources.
Supported
Recognize that the surface of Earth is called the crust.
Recognize that mountains change size and shape over long periods of time.
Recognize that fossils are remains or imprints of living things from long ago.
Recognize the effect of earthquakes and volcanoes.
Recognize that polluting the air and water can harm Earth.
Word Bank
Background Knowledge
Activity
Art/Craft/Cooking
Indoor/Outdoor
earthquakes
volcanoes
pollute
harm
mantle
core
hottest
boil
lava
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Websites
Books
Agents WIND and WATER:
Fill an aluminum tray with dry
soil, then blow on it. Observe.
Tip the tray and spritz with
water and observe.
Make Fossil Cookies:
Make sugar cookies and
press animal/plant forms
into the cookies to make
an imprint.
Crust or Not?
Collect items from around
your school year. Sort on
the crust from part of the
crust.
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
How are fossils formed?
Science Project(s)
Access Points
Benchmark
Description
Body of Knowledge:
Earth and Space Science
January - March
Big Idea/Standard 6:
Earth Structures
Over geologic time, internal and external sources of energy have continuously altered the features of
Earth by means of both constructive and destructive forces. All life, including human civilization, is
dependent on Earth’s internal and external energy and material resources.
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Participatory
Recognize the ground as the outer surface (crust) of Earth.
Discriminate between surface features of ground on Earth, such as
rocky/sandy, flat/hilly, rough/smooth. Or solid/liquid.
Recognize that ground on the Earth’s surface changes over time.
Distinguish between clean and dirty water.
Background Knowledge
Activity
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Word Bank
water soil
move rocky
change clean
dirty
ground
crust
hill
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Science Project(s)
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Websites
Books
A Fossil or Not?
Collect samples of fossils
and other things found on
the earths surface/crust.
Is it a fossil or not?
Art/Craft/Cooking
Collectable Collage:
Create a collage of
objects or pictures of
things found on the
earth’s crust – your
school yard.
Indoor/Outdoor
Have People been There?
Go around your school
yard, collect
things/evidence that show
humans have
been there.
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
What changes the earth’s surface?
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 6:
Description
The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and
external sources of energy have continuously altered the features of Earth by means of both constructive and destructive
forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
Describe the three layers of Earth (core, mantle, and crust).
Independent
Describe examples of surface features, such as glaciers, valleys, canyons, and dried
riverbeds, which are caused by wind and erosion (surface processes).
Relate a cause and effect of movements in Earth’s crust (plate tectonics), such as fault lines
in the plates causing earthquakes.
Identify natural geological processes that change the land and water in Florida, including
beach erosion and sinkholes.
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Earth & Space Science
Earth Structures
January - March
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
core
mantle
crust
glaciers
valleys
canyons
earthquakes
plates
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Destructive Forces
Dance:
Art and movement to
teach about weathering
and erosion.
Print out
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Which building design can resist trembling earthquakes?
Science Projects
Shake Rattle and Roll
Table:
Simulate an earthquake.
Print out
Mother Earth Made Up!
Understand the layers of the
earth.
Print out
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 6:
Description
SC.912.E.6.Su.d
The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and
external sources of energy have continuously altered the features of Earth by means of both constructive and destructive
forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
Recognize the three layers of Earth (core, mantle, and crust).
Supported
Identify types of surface features, such as hills and valleys.
Recognize that Earth’s crust is broken into parts (plates) that move and cause mountains and
volcanoes.
Recognize examples of natural changes to Florida’s land and water, such as beach erosion.
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
earth
core
layer
mantle
crust
plates
volcano
earthquake
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Terrific Terrariums!
Design a classroom
terrarium showing the
layers of
crust/soil/plants.
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Does this rock hold water? Is a rock porous?
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Science Projects
Earth & Space Science
Earth Structures
Invite a Guest Speaker:
Talk about fossils and other
things found on the earth’s
crust. MOAS
January - March
Weather Goes to the Beach:
Watch the effect of water on
sand.
Print out
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 6:
Description
The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and
external sources of energy have continuously altered the features of Earth by means of both constructive and destructive
forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
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Participatory
SC.912.E.6.Pa.b
Earth & Space Science
Earth Structures
January - March
Identify a surface feature of Earth, such as a hill.
Recognize that the surface of Earth can change.
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
earth
hill
mountain
hole
change
top
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Layer, Layer What’s My
Layer?
Use edibles to show
layers. Talk about earth’s
outler layer.
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Do different rocks in soil affect plant growth?
Science Projects
Animoto Landforms:
Field experience take
photos of hills, ponds, lakes,
sinkholes or other
landforms. Make a Animoto
Video.
Earth Layer RAP!
RAP this tune as you form the
layers of the earth.
Print out
Big Idea 6
Earth Structures
Shake, Rattle and Roll Table
What will I learn from this demonstration?
Earthquakes move the earth. They are another way the earth builds itself up.
What you will need for this demonstration:
1. 6 rubber balls
2. 2 equal sized boards
3. 2 large rubber bands
4. “building materials” : blocks, toothpicks, kids’ building sets, clay
5. alittle dirt or sand
Directions:
1. Sandwich the rubber balls between the 2 equal sized boards.
2. Keep them in place with the rubber bands.
3. Build structures out of the building materials
4. Line the top board with the dirt or sand.
5. Try different building materials each time you simulate an earthquake by pulling the
top board to one side against the rubber bands...THEN letting it go!
6. Watch what happens. Photograph it. Discuss it!
It’s a fact! Earthquakes are destructive but they are another way the
earth builds itself up!
Source: Earthquake Projects for Kids
http://www.ehow.com/info_earthquake-projects-kids.html#ixzz1flrAQL2W
Big Idea 6
Earth Structures
VAVOOM! A Volcano!
What will I learn from this demonstration?
When a volcano erupts, a material comes out the top called magma. Magma builds up the
earth around the volcano.
What you will need for this demonstration:
1. modeling clay
2. a small plastic cup
3. 1 tablespoon of flour
4. 2 tablespoons of baking soda
5. 1/3 cup of vinegar
6. a 4” square of tissue paper
7. safety goggles
8. large cookie sheet
Directions:
Try to involve all of your students in some stage of this demonstration!
1. On the cookie sheet, make a 3 dimensional shape of a volcano with the clay.
2. In the top of your volcano make a hole large enough to place the small plastic cup.
3. On the piece of tissue paper place the baking soda and flour. Wrap the tissue around
them and tighten both ends of the tissue.
4. Place the tissue “mixture” in the cup at the top of your volcano.
Pour half of the vinegar into the hole (cup) and step back! Take photos of what happens!
When the action stops add the rest of the vinegar.
5. Talk about your volcano demonstration and what happened. Do people living near a
possible volcano site have to be extra careful? Why?
6. Make a display of the photos you took during the demonstration.
It’s a fact! Earthquakes are one way the earth builds itself up!
Big Idea 6
Earth Structures
Milk Carton Erosion
What will I learn from this demonstration?
Erosion is the wasting away of soil.
What you will need for this experiment:
1. 2 used quart-sized milk cartons with one side cut out
2. enough soil to fill both of the prepaerd cartons
3. 2 small flat dishes
4. 2 blocks of wood for propping up one end of each carton
5. some grass seed that will be planetd in the soil in one of the milk cartons
Directions:
1. Cut one of the long sides off of each carton
2. Fill both with soil almost to the top
3. In one carton, plant grass seed. Label the cartons and watch for the seeds to grow.
4. When the grass is hardy, take both cartons and prop one end up with a block of wood.
milk
carto
n
dish
wood block
5. Sprinkle water over each carton and observe what happens.
6. Repeat this experiment each day for at least 3 days. Photograph your results. Discuss
what has happened.
It’s a fact! If there is nothing to hold soil in place it water will wash soil away.
Big Idea 6
Earth Structures
I’m a Sucker for Geology!
What idea will I learn with this activity?
Magma that pushes through the Earth’s surface cools into solid rock.
What you will need for this experiment:
1. red food coloring
2. 3 cups of sugar
3. 3/4 cup light corn syrup
4. 3 tablespoon of white vinegar
5. 1/3 cup boiling water
6. large saucepan (something to heat it up on)
7. thin wooden cooking sticks
8. a greased cookie sheet
9. a spoon
Directions:
An adult should be present for this entire experiment!!!
1. In the bowl, combine the water, sugar, vinegar and corn syrup...stirring until the sugar
dissolves.
2. Over the heat source, cook the mixture to 300 degrees F, then remove it from the
heat and add the food coloring.
3. Cool the mixture until it is a bit thick.
4. Lay the wooden sticks on the greased cookie sheet about 5 inches apart from each
other.
5. Drop a spoonful of the candy mixture at the top of each stick to form a lollipop.
You will see as the liquid cools that it turns into a solid.
In the same way, when magma cools it turns into igneous rock.
Enjoy your igneous lollipops!
Big Idea 6
Earth Structures
Destructive Forces Dance
What idea will I learn with this activity?
This dance helps students remember the difference between weathering, erosion and
deposition.
Directions:
This is a simple dance. The students chant “weathering! (pause) Ero-sion! (pause) De-po-sition!” repeatedly. It will help if you set a simple, straightforward beat for them by clapping.
During each part of the chant, students perform an easy dance maneuver to represent the
specific force. For weathering, students stick out 3 fingers on each hand to represent a W
for weathering. Rhythmically, they will slam their W’s together to represent the breaking
of rocks. During the erosion part of the chant, tell the students to move their hands like a
hula dancer. If there is enough room in your class have the students slide sideways to model
erosion. Lastly, when the students chant “De_po_si_tion” they should make a downward
motion with their hands and kneel on the ground, showing how particles eventually deposit
or stop. You can have the students perform this dance a number of times to make the point
of the lesson!
Source: http://www.ehow.com/list_6298665_weathering-activities.html#ixzz1flbrd29f
erosion
h
t
a
we
g
n
i
er
dep
os
itio
n
Big Idea 6
Earth Structures
Earth Layer RAP!
What idea will I reinforce with this demonstration?
The Earth is made up of layers.
What you will need for this experiment:
This demonstration should be done outside on the school playground where there is lots
of room.
1. A class full of students
Directions:
1. Have 4 students hold hands to form the inner core of the Earth.
2. A larger circle of students hold hands and encircles the outer core of the Earth.
3. Remaining students form a loose circle around the outer core...no hand holding...to
represent the Earth’s mantle and the crust of the Earth.
4. Inner core students shout Earth core, Earth core, Earth core scores and turn slowly
to the right.
5. When they finish, outer core students Core Earth, Core Earth, Core Earth more! and
slowly turn to the left.
6. Finally, the last circle of students raps mantle crust, mantle crust, mantle crust,
we won’t bust! as they turn slowly to the right.
7. Continue turning and rapping until your teacher ends the activity.
Big Idea 6
Earth Structures
Weather Goes to the Beach
What will I learn from this demonstration?
Human factors effect beach erosion.
What you will need for this experiment:
1. rectangular plastic container
2. sharp scissors
3. sand
4. aquarium gravel
5. a large tray
6. a plastic drinking cup with h oles poked in the bottom
Directions:
1. Fill the container with sand 1/3 of the way up.
2. Prop one end of the container up using a book or block of wood.
3. Use the plastic cup with holes in the bottom to simulate rain falling and pour it over
the beach model.
4. Watch the effect of the water on the sand. Photograph your results.
5. Now try the same experiment with the aquarium gravel.
6. Compare the 2 results. Chart the results so others can see what happened.
Big Idea 6
Earth Structures
Fossil Feet
What will I learn from this demonstration?
Fossils are the hardened remains of plants and animals from land and sea. Most fossils
show life from long ago.
What you will need for this experiment:
1. self-hardening clay
2. paper towels
3. newspaper
4. pencil
Directions:
1. Get the following things from your teacher: A handful of clay, a newspaper sheet and a
paper towel.
2. Place the clay on the newspaper and press it flat and into a shape that your foot can
fit onto.
3.Take off a shoe and sock and step on the clay. Make a good imprint of your foot.
4.Write your name in the clay to identify your “foot fossil”.
5. Let the fossil dry for several days.
6. Try fitting your foot back into the fossil shape after it is completely dry.
Talk about the importance of fossils to scientists.
Big Idea 6
Earth Structures
Mother Earth...Made Up!
What will I learn from this demonstration?
Making a model of the Earth from clay to understand the Earth’s layers.
What you will need for this experiment:
•red, brown, green, blue clay
Directions:
1. Roll the red clay into a ping pong sized ball. This represents the hot inner core of
Earth.
2. Layer the blue clay, 1/4 inch thick, over the inner core to represent the outer core.
3.The next layer is made of brown clay and represents the mantle. It should be thicker
than the outer core.
3.The final layer represents the crust. It should be made with green clay and be thin.
5. Cut the clay model of the Earth in half. Examine the layers. It will give the students a
clear picture of the inside of the Earth!
mantle
outer core
inner core
crust
Big Idea 6
Earth Structures
EEKS! An Earthquake!
What will I learn from this demonstration?
Earthquakes move the earth. They are destructive but they are also a way for the earth
to build itself back up.
What you will need for this demonstration:
Be sure to do this outside!
1. some dirt, pebbles, leaves, twigs
2. a piece of cardboard 8.5 x 11
3. a cookie sheet
4. string
5. tape
6. a hole puncher
7. 2 studets a a time
Directions:
1. Punch 2 holes in the corners on each end of the cardboard.
2. Tie string through each of those holes.
3. Place the cardboard on the cookie tray with the string hanging off the ends.
4. Sprinkle dirt over the cardboard.
3. Put some pebbles, greens, etc. on the cardboard too.
6. Position a student at each end. Have each pull the strings to move the cardboard back
and forth . Watch what happens to the soil and the materials on it.
It’s a fact! Movement within the Earth changes the things on the surface of the Earth.
cardboard
dirt
string
Body of Knowledge: Earth Space Science
January – March
Big Idea/Standard 7: Earth Systems & Patterns
Changes on the earth are driven by the flow of energy and the cycles of matter. The water cycle is how we have the constant supply of
water. It consists of evaporation, condensation, precipitation and collection. Clouds release the rain or precipitation during this cycle.
There are a variety of clouds that we can identify in our daytime sky. Not all clouds release rain. Currents move the ocean water around
the Earth. The weather we have outside our door is unique to our location. The weather is different in locations from neighborhood to
neighborhood – mountains, valleys, beaches. When we have severe weather in Florida we must be prepared to take appropriate actions.
Some severe weather conditions are: hurricanes, tornadoes, thunderstorms. People, plants and animals live on the Earth and we call this a
biosphere. In Florida we have to be aware of the severe effects of the heat and sun upon people.
Word Bank
Background Knowledge
Activity
Art/Craft/Cooking
Indoor/Outdoor
Science vocabulary that
is core to access point
broken down by levels:
Independent, Supported,
Participant.
Create a “Visual
Word Wall”
Introduce a topic to build
background knowledge using:
video, visual supports,
objects, technology tools,
stories and books.
Hands-on “do it” activities
are important to provide
concrete experiences and to
provide opportunity to “talk
it.”
To further extend and
provide repeated
opportunities for
comprehension, extension
activities include: art,
craft and cooking
suggestions.
Movement in and outside the
classroom can provide additional
ways to generalize and increase
comprehension of a topic.
Link Math
Link Writing
Link Reading
Math concepts will be reinforced whenever possible.
Link (AAC)
Communication
Science Projects
Students should have the opportunity to “write” about it.
Read both fiction and non-fiction books, magazines and articles from variety of media to students. Provide means for
students to read books independently using a variety of visual supports and technology.
This is a reminder that communication is the most essential component of all curricula including science. Use visual supports to
build comprehension and understanding of daily language as well as core science vocabulary. Use classroom and student
devices – provide needed overlays, visual supports so everyone can have a turn to “talk” about it.
Sample project ideas are given here. Search online at sites such as http://www.terimore.com/life-science-projects.htm
Big Idea/Standard 7: Earth Systems & Patterns – Word Bank
Word Bank Participatory
clouds
people
Florida
hard
rain
animals
sun
soft
water cycle
plants
hot
ice
Word Bank Supported + P
climate
tornadoes
hail
flood
severe
lightning
thunder
tsunami
atmosphere
safety
blizzard
Word Bank Independent + P/S
biosphere
energy
circular motions
drought
meteorology
currents
surface
wildfires
pressure
waves
weather
dirty
wind
ocean
different
rock
move
hydrosphere
prepare
snow
global
deep water
sinkholes
high
live
earth
places
map
air
fast
weatherperson
world
storms
thunderstorm
freezing
climate change
poles
evaporation
low
conditions
cycles
tropics
artic
condensation
jet stream
who
bad
slow
hurricanes
twirl
wind chill
carbon
data
precipitation
Big Idea/Standard 7: Earth Systems & Patterns – Background Knowledge
Safari Montage – Playlists to preview
• ESE_InD_6-12_SC_Water & Carbon Cycle
o All About the Water Cycle (k-4)
o Magic School Bus Wet All Over (PreK-5)
o Bill Nye: Water Cycle (3-6)
• ESE_InD_6-12_SC_Weather & Climate
o Real World Science: Weather & Climate (2-6)
o All About Weathering and Erosion (K-4)
o All About Meteorology (K-4)
BoardMaker Visual Supports
• Weather Matching
Weather Chart
Tornado Folder
Tornado Drill Directions
Tornado Manipulatives
• The Water Cycle
Ocean in a Bottle
Hurricane Story
Rainy Day Communication Board
Classroom Suite: (CD)
• Graphing the Weather
The Water Cycle
Find the Temperature
• Label a Hurricane
Storms
Weather Reporter
Temperature What does it Look Like
Kidspiration:
• Water Cycle
Air & Weather
Simple Water Cycle
Weather Graph
•
PowerPoint Stories: (CD) Some of these need voice and page turners added to PowerPoint** (request assistance if needed)
http://science.pppst.com/index.html Links to PowerPoint presentations
• Why Weather
Weather Instruments
Weather Riddles
Wandering Wanda Wonders about the Weather
• WaterH20Cycle
Books:
• Bringing the Rain to Kapiti Plain by Verna Aardema
Hayley the Rain Fairy by Daisy Meadows
Storms by Seymour Simon
• Crystal:The Snow Fairy by Daisy Meadows
Storm: The Lightning Fairy by Daisy Meadows
• Storm Chasers:On the Trail of Deadly Tornadoes by Matt White
Websites:
•
http://www.weatherwizkids.com/weather-climate.htm
• http://eo.ucar.edu/kids/green/what1.htm what’s the difference between weather and climate
• http://video.nationalgeographic.com/video/player/science/earth-sci/climate-weather-sci.html
• http://www.geography4kids.com/files/climate_intro.html
• http://www.epa.gov/climatechange/kids/
Big Idea/Standard 7
Earth/Space: Earth Systems and Patterns - Activities
*Tornado Tube - Create a tornado in a bottle.
*My Own Water Filter - Make a simple water filter and clean some water.
*Clouds in a Bottle - Watch as clouds appear in this experiment.
Interactive Poster - Identify the components of the “Water Cycle” using an interactive poster.
*Thunderin’ Thunderstorms! - Discover how thunderstorms form.
*Water Cycle Excitement - Create a water cycle.
Weather Safety - Talk about what you should you do if it is lightning outside. a hurricane is occurring, etc.
Storms Graph - Title the top of the graph “Storms We DON’T LIKE”.
Clouds Galore- What are the names of clouds and what types of weather conditions are
connected to them?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
*refer to print out for directions to activity
Big Idea/Standard 7
Earth/Space: Earth Systems and Patterns Arts/Crafts/Cooking
*Paint a Cloud - Have fun creating a cloud from starch and soap.
*A Wind Compass - Make a wind compass to find out which direction the wind is blowing.
Pizza Box Solar Oven - Use your pizza box solar oven from ASAP Physical Science to heat up cookies and witness the
energy of the sun.
*Hurray!!! for Hurricane Cookies - Follow the recipe and make these cookies!
Wild Wind Vanes - Make a wildly decorated wind vanes and set it up in your school yard. Teach other classes how to
use them.
*Storm Sort- Sort pictures of storms into categories and discuss the consequences of each type of storm.
Rainbow Marble Paintings - Using a box lid, paper, tempera paints and marbles, create a beautiful
rainbow painting.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
*refer to print out for directions to activity
Big Idea/Standard 7
Earth/Space: Earth Systems and Patterns Indoor/Outdoor
Experience Evaporation - Use some hand sanitizer, rubbing it onto your hands. Do your hands feel cooler with the
sanitizer on them? (yes) Wait a few seconds. Now the sanitizer has evaporated and your hands feel dry. You have
experience evaporation, a cooling process. Try the experiment again, this time waving your hands in the air. Do your
hand feel even colder? (yes)
*Rainbow Radiance - Experience the different lights that make up a rainbow.
*What is in the Rain? - Capture some raindrops and examine their contents.
Plant a Tree on your school grounds for shade.
Paper Bag Kite - Use a small paper lunch bag. Decorate it. Tie lightweight strings to the open end. Open up the bag.
Go outsie and catch the wind with your kite.
Weather Dress Up - Play a charades-like game by dressing up in different clothes that indicate what the weather
is like outdoors. Classmates must guess.
Just Like a Weatherperson - Using some simple props and appropriate clothing, become a local weatherperson and
report the current weather to your class. Chart your findings on an interactive poster. (use a cameras, backdrops...)
Listen to the Sounds of weather. Determine what weather is occurring outside the classroom. Discuss.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
*refer to print out for directions to activity
Access Points
Benchmark
Description
Body of Knowledge:
Big Idea/Standard 7:
Earth & Space Science
Earth Systems & Patterns
January - March
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the
cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and
the resources used to sustain human civilization on Earth.
Independent
Recognize that heat is a flow of energy that moves through Earth’s land, air, and water in different
ways, including conduction, convection, and radiation.
Identify components in the water cycle, including evaporation, condensation, precipitation, ground
water, and runoff.
Identify the way elements of weather are measured, including temperature, humidity, wind speed and
direction, and precipitation.
Recognize that Earth consists of different parts, including air that is over the Earth (atmosphere),
water that covers much of the Earth (hydrosphere), and the parts that support all living things on Earth
(biosphere).
Recognize that there are general patterns of weather that move around Earth, and in North America
the patterns typically move from west to east.
Identify climate as the expected weather patterns in a region.
Identify possible effects of hurricanes and other natural disasters on humans in Florida.
Identify ways humans get ready for severe storms and protect themselves from sun exposure.
Identify that the atmosphere protects Earth from radiation from the Sun and regulates the
temperature.
Word Bank
Background Knowledge
Activity
Art/Craft/Cooking
Indoor/Outdoor
weather
prepare
water cycle sun
heat evaporation
storm hurricane
precipitation
rain
air
condensation
atmosphere
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Water Cycle Excitement:
Create a water cycle.
Print out
Storm Sort:
Sort pictures of storms
into categories and
discuss each type of
storm.
Print out
Paper Bag Kite
Use a small lunch bag, decorate it,
and tie strings to the open end.
Open the bag. Go outside and
catch the wind.
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Science Projects
How does lightning work? Can I make lightning?
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SC.6.E.7.In.b
SC.6.E.7.In.c
SC.6.E.7.In.d
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Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC devices, ALS (Aided Language
Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Access Points
Benchmark
Description
SC.6.E.7.Su.a
SC.6.E.7.Su.b
SC.6.E.7.Su.c
SC.6.E.7.Su.d
SC.6.E.7.Su.e
SC.6.E.7.Su.f
SC.6.E.7.Su.g
SC.6.E.7.Su.h
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Body of Knowledge:
Big Idea/Standard 7:
Earth & Space Science
Earth Systems & Patterns
January - March
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the
cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and
the resources used to sustain human civilization on Earth.
Recognize that heat can transfer from the Sun to the water, land, and air. Recognize that
Supported
heat can transfer from the Sun to the water, land, and air.
Recognize parts of the water cycle such as clouds (condensation), rain (precipitation), and
evaporation.
Recognize the way temperature and wind speed are measured.
Recognize where living things are found (biosphere) and where the air is found (atmosphere)
on Earth.
Recognize that there are patterns of weather that move.
Identify the major characteristics of climate in Florida, including temperature and
precipitation.
Recognize possible effects of severe storms, hurricanes, or other natural disasters in Florida.
Recognize ways people prepare for severe storms and protect themselves from sun exposure.
Recognize that the air that surrounds Earth (atmosphere) protects living things from the
intense heat of the Sun.
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
heat
sun
water
land
air
moves
storm prepare
clouds
rain
evaporation
hurricanes
shelter
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
A Wind Compass:
Make a wind compass to
find out which direction
the wind is blowing
Print out
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
What blows with the wind?
Science Projects
Weather Safety:
Talk about what you should
do if it is lightning outside.
Just Like a Weatherperson:
Using props report the weather
using cameras, backdrops and a
script.
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 7:
Description
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the
cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and
the resources used to sustain human civilization on Earth.
Recognize that the Sun is a source of heat.
Participatory
SC.6.E.7.Pa.a
Earth & Space Science
Earth Systems & Patterns
January - March
SC.6.E.7.Pa.b
Recognize that rain comes from clouds.
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SC.6.E.7.Pa.d
Recognize different types of weather conditions, including hot/cold, raining/not raining, and
windy/calm.
Recognize that air covers Earth (atmosphere).
SC.6.E.7.Pa.e
Recognize where to go in severe weather situations or drills at school and at home.
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
sun
heat
clouds
windy
warning
tornado
weather
air
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Solar Hot Dog Cooker:
Make it out of cardboard,
aluminum foil and a
skewer. Place in sunny
spot.
Print out
hot
rain
not
hide
drill
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Science Projects
Weather Safety:
Sequence steps for
hurricane and tornado
safety at school and home.
Listen to the Sounds:
Play an audio tape or recording of
various weather situations. Have
the students select and tell you
what they heard.
Put in chart to count and
graph reponses.
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC
devices, ALS (Aided Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
What does the sun do for us or give us?
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 7:
Description
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the
cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and
the resources used to sustain human civilization on Earth.
SC.912.E.7.In.a
Independent
SC.912.E.7.In.b
SC.912.E.7.In.c
SC.912.E.7.In.d
SC.912.E.7.In.e
SC.912.E.7.In.f
SC.912.E.7.In.g
SC.912.E.7.In.h
SC.912.E.7.In.i
Earth & Space Science
Earth Systems & Patterns
January - March
Identify cycles that occur on Earth, such as the water and carbon cycles, and the role energy plays in
them.
Recognize that there are circular movements of ocean water (surface and deep-water currents) which
move cold water from the poles toward the tropics and vice versa.
Describe the interactions among the atmosphere, hydrosphere, and biosphere, including how air, water,
and land support living things and how air temperature affects water and land temperatures.
Describe variations in climate due to geological locations, such as on mountains and the nearness to large
bodies of water.
Identify weather conditions using weather data and weather maps.
Compare weather conditions in different types of severe storms, including hurricanes, tornadoes, and
thunderstorms.
Recognize that global climate change is related to conditions in the atmosphere and oceans.
Describe how atmospheric and hydrologic conditions, such as hurricanes, drought, wildfires, and
sinkholes, affect human behavior.
Recognize that the ocean absorbs most of the solar energy reaching Earth and loses heat primarily by
evaporation.
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
water cycle
currents
atmosphere
hydrosphere
climate
drought
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Wild Wind Vanes:
Make wildly decorated
wind vanes and set up in
your school yard. Teach
other classes how to use
them.
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Science Projects
Why does it rain on one side of the street and not the other?
Tornado Tube:
Create a tornado in a bottle
Print out
What is in the Rain?
Capture raindrops and examine
their contents. Use your
microscopes.
Print out
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC devices, ALS (Aided
Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 7:
Description
SC.912.E.7.Su.b
SC.912.E.7.Su.c
SC.912.E.7.Su.d
SC.912.E.7.Su.e
SC.912.E.7.Su.f
SC.912.E.7.Su.g
SC.912.E.7.Su.h
SC.912.E.7.Su.i
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the
cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and
the resources used to sustain human civilization on Earth.
Recognize the phases of the water cycle that occur on Earth and the role energy plays in the
Supported
water cycle.
Recognize that currents move the ocean water around Earth.
Recognize components of the atmosphere, the hydrosphere, and the biosphere.
Identify the climate conditions in different parts of the world.
Identify weather conditions, including temperature, wind speed, and humidity.
Recognize conditions in severe storms, such as hurricanes, tornadoes, and thunderstorms.
Recognize that global climate change occurs over a long period of time.
Identify how weather and water conditions affect humans in Florida.
Recognize that the ocean absorbs heat from the Sun and then warms the air.
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
water cycle
evaporation
storms
severe
climate change
atmosphere
thunder
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Hurricane Cookies:
Make hurricane cookies.
Print out
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Science Projects
What time of day has the hottest temperatures?
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Earth & Space Science
Earth Systems & Patterns
Thunderin’ Thunderstorms:
Discover how
thunderstorms form.
Print out
January - March
Experience Evaporation:
Use some sanitizer, rubbing into
your hands. Do your hands feel
cooler with the sanitizer on them?
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC devices, ALS (Aided
Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Access Points
Benchmark
Body of Knowledge:
Big Idea/Standard 7:
Description
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the
cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and
the resources used to sustain human civilization on Earth.
Recognize that clouds release rain (part of the water cycle).
Participatory
SC.912.E.7.Pa.a
Earth & Space Science
Earth Systems & Patterns
January - March
SC.912.E.7.Pa.b
Recognize waves in the ocean.
SC.912.E.7.Pa.c
Recognize that humans, plants, and animals live on the Earth (biosphere).
SC.912.E.7.Pa.d
Recognize that weather (climate) is different in different locations.
SC.912.E.7.Pa.e
Recognize the weather conditions, including severe weather, in Florida.
SC.912.E.7.Pa.f
Recognize that the Sun heats the water in the ocean.
Word Bank
Background Knowledge Activity
Art/Craft/Cooking Indoor/Outdoor
clouds
rain
ocean
waves
earth
weather
Safari Montage
Boardmaker Pictures
Classroom Suite
PowerPoint Stories
Web sites
Books
Paint a Cloud:
Have fun making a cloud
from starch and soap.
Print out
Link Math
Link Writing
Link Reading
Link (AAC)
Communication
Count, graph, parts, more/less, fractions
Science Journal (template on CS)
Related fiction and non-fiction books, books with pictures from activities
Science Projects
Does the sun heat up water?
Clouds in a Bottle:
Watch as clouds appear in
this experiment
Pirnt out
Weather Dress Up:
Play charades like game by
dressing up in different clothes
that indicate what the weather
is like outdoors.
Identify and use key vocabulary, Use of visuals/pictures/symbols, Manual Communication Boards, AAC devices, ALS (Aided
Language Stimulation), Make predictions – “I think…,”
Copies of action dictionary. Set the stage for communication in all activities.
Big Idea 7
Earth Systems and Patterns
Tornado Tube
What idea will I reinforce with this experiment?
A tornado is a column of swirling wind. It is very destructive and dangerous to people.
What you will need for this experiment:
1. 2 empty 2-liter plastic bottles
2. a drill (to be used by an adult)
3. silicone caulking
4. duct tape
5. water
6. food coloring and foil confetti (both optional)
Directions:
1. Remove bottle labels and clean the bottles.
2. Have an adult drill a 1/2 inch hole in the center of each cap.
3. Place the caps together on their flat ends and put a thin bead of caulk around the hole
to seal it. Wrap a piece of duct tape tightly around the outside of the caps to stick them
together.
4. Screw the caps back on to one of the 2-liter bottles. Fill the other bottle about 3/4
full with water. This is when you could add food coloring and confetti to help you see the
force of the tornado vortex.
5. Twist the empty bottle to the top of the bottle filled with water. Hold the bottles by
the duct tape area with one hand and use the other to support the bottom of the bottle.
6. Turn the bottles upside-down and stir them in a circular motion. You should see a
vortex that forms as the water drains into the bottle on the bottom.
Source: www.ehow.com/how_2074032_make-tornado-bottle.html
Big Idea 7
Earth Systems and Patterns
My Own Water Filter
What idea will I reinforce with this experiment?
A water filter will remove larger debris from water.
What you will need for this experiment:
1. an earthen pot with a hole in its base
2. gravel
3. cotton wool
4. sand
5. muddy water
6. a glass bowl to rest the earthen pot in
and to catch the filtered water
Directions:
1. Put the cotton in the bottom of the earthen pot.
2. Add a layer of sand on top of it.
3. Add gravel as the top layer.
4. Pour the muddy water into the earthen pot. Be patient as the water seeps through
your filter and drips out into the glass bowl below. What do you notice about the “muddy”
water? Have a discussion.
Big Idea 7
Earth Systems and Patterns
Clouds in a Bottle
What idea will I reinforce with this experiment?
Clouds form when water vapor condenses.
What you will need for this experiment:
1. a 2-liter clear plastic soda bottle
3. matches (to be used by an adult)
Directions:
1. Fill the clear bottle 1/3 full of warm water and put the cap on the bottle. As the warm
water evaporates, it adds water to the air inside the bottle. This is the first ingredient to
make a cloud.
2. Squeeze and release the bottle and observe what happens. You’ll notice that nothing
happens. Why? The squeeze represents the warming that occurs in the atmosphere. The
release represents the cooling that occurs in the atmosphere. If the bottle becomes covered with condensation or water droplets, just shake the bottle to get rid of them.
3. Take the cap off of the bottle. Carefully light a match (adult) and hold the match near
the opening of the bottle.
4. Drop the match in the bottle and quickly put the cap on, trapping the smoke inside. Dust,
smoke or other particles in the air are the second ingredient to make a cloud.
5. Again, slowly squeeze the bottle hard and release. What happens? A cloud appears when
you release and disappears when you squeeze. The third ingredient in clouds is air pressure.
It’s a fact! Water vapor, water in its invisible state, can be made to condense. It forms
small cloud droplets. When you add particles such as smoke, the process of water condensation is enhanced and the squeezing of the bottle causes the air pressure to drop. This
creates a cloud.
Big Idea 7
Earth Systems and Patterns
Thunderin’ Thunderstorms
What idea will I reinforce with this experiment?
A thunderstorm is caused by unstable air.
What you will need for this experiment:
1. a clear plastic container about the size of a shoebox
2. ice cubes made with blue food coloring
3. red food coloring
Directions:
1. Fill the plastic container 2/3 full with lukewarm water.
2. Let the water sit for 1 minute.
3. Place a piece of blue ice at one end of the plastic container.
4. Add 3 drops of red food coloring to the water at the other end of the plastic container.
5. Watch what happens. Have a discussion about it.
It’s a fact! The blue and cold water sinks while the red and warm water rises. This happens
because of convection. The blue water represents the cold air mass and the red water
represents the warm, unstable air mass. A thunderstorm is caused by unstable air and
convection plays an important part in that. A body of warm air is forced to rise by an
approaching cold front therefore the thunderstorm is formed.
Big Idea 7
Earth Systems and Patterns
Water Cycle Excitement
What idea will I reinforce with this experiment?
The water cycle is the natural circulation of water on the Earth.
What you will need for this experiment:
1. a dixie cup
2. a plastic baggy
3. tape
4. water
Directions:
1. Put a small amount of water in the dixie cup.
2. Put the dixie cup in a baggie and close the baggy.
3. Tape the baggy, with a cup of water inside of it, to a window where the sun shines in.
4. Watch what happens. Take photos.
It’s a fact! Because of the heat from the sun, the water evaporates from the cup (you can’t
really see this) and condenses on the inside of the baggie. You will be able to see little water
droplets. These little droplets will drip down to the bottom of the baggie. You are seeing
the WATER CYCLE in action!!
Big Idea 7
Earth Systems and Patterns
Paint a Cloud
What idea will I reinforce with this art project?
Clouds are fluffy white expressions in nature.
What you will need for this activity:
1. blue paper to represent the sky
2. a bowl
3. 2 tablespoons of liquid starch
4. dishwashing soap
5. an egg beater
6. white tempera paint
Directions:
1. On the blue paper paint some white clouds.
2. Pour 2 tablespoons of liquid starch into the bowl.
3. Beat it well with the egg beater until it is thick, like frosting.
4. Gently mix in a few drops of white tempera paint into the soap suds.
5. Use this mixture to finger paint clouds onto the blue paper.
Once the paint has dried students can add trees flowers and
other elements to the picture!
Big Idea 7
Earth Systems and Patterns
A Wind Compass
What will I learn from this art project?
Wind compasses or wind socks indicate the direction the wind is blowing.
What you will need for this project:
1. the sleeve off of an old long-sleeved shirt
2. a needle and thread
3. some lightweight wire
4. a small rock
5. some string
6. a compass
Directions:
1. Cut the sleeve off of the shirt.
2. Bend the wire into a circle making it the same size as the top of the sleeve of the
shirt.
3. With the wire in the opening of the sleeve, use the needle and thread to stitch the
wire into palce.This will be the opening of the wind sock.
4. Place the small rock in a piece of cloth from the shirt and sew it into place on one edge
of the wire.
5. Tie the string onto the wire opposite the rock. Tie the other end of the string to a
branch where it can move freely. The rock will keep the wind compass facing into the
wind.
Now you can check the direction of the wind each day!
Big Idea 7
Earth Systems and Patterns
Hurray!!! for Hurricane Cookies
Have fun making these cookies that have a hurricane design on them.
Directions:
1. Start with your design. Draw the way you want each cookie to appear.
2. Make your cookie dough. I used a combination of chocolate and vanilla dough that I
found at Baking Obsession. Since I didn’t adapt the recipe from the original, I’ll let
you visit Baking Obsession to get the recipe. I only made half the recipe, which made
about 40 large hurricane cookies.
3. Chill dough for at least 2 hours (or overnight). Divide your chilled chocolate dough in
half and your vanilla dough into thirds.
4. With the chocolate dough, make two cylinders. I find that making two cylinders allows
you to handle the dough easier than making one large roll.
5. Stand each cylinder up so that the round portion is facing straight up. Using a sharp
knife, cut into the bottom and top of the round portion to form the “arms” of the
hurricane symbol. Continue cutting along the cylinder of dough. Once the “arms” are
cut, pull them slightly away from the “eye” of the hurricane symbol.
6. Roll two pieces of the vanilla dough into small cylinders that are the same length as
the chocolate cylinder. Cut each piece lengthwise, so that you have four pieces of
vanilla dough that are the same length as the chocolate dough.
7. Use the small strips of vanilla dough to fill in the space between the hurricane “arms”
and the “eye”. Use two pieces of vanilla dough for each chocolate dough hurricane.
8. Roll out the last portion of the vanilla dough until thin and flat.
9. Wrap the vanilla dough around each hurricane symbol, so that the outside of the
cookie dough roll is covered with vanilla dough. Refrigerate for 2 hours.
10. Take each roll out of the refrigerator. Using a very sharp knife, cut ¼ inch slices
from the cookie roll.
11. Place on a cookie sheet or mat and bake at 350 F for 12 minutes or until the bottom
of the cookie is golden brown. Cool on a wire rack for 10 minutes.
Source: shabbottshabits.com/2011/hurricane-cookies/
Big Idea 7
Earth Systems and Patterns
Storm Sort
1. Below are pictures of storm conditions. Sort them into categories such as:
Storms that are dangerous
Storms we have in Florida
Storms that cause alot of damage, so on
2. Discuss precautions you should take for each type of storm.
snow storm
ice storm
rain storm
tornado
lightning storm
hurricane
Big Idea 7
Earth Systems and Patterns
Rainbow Radiance
What idea will I reinforce with this experiment?
A rainbow is made up of different colors.
What you will need for this experiment:
1. A glass of water
2. A sheet of white paper
3. The sun
Directions:
1. Fill the glass with water.
2. Put it on a table so that it is half on the table and half off the table. BE CAREFUL the
glass doesn’t fall off the table.
3. Be sure to make sure the sunshine can shine through the glass.
4. Next, place the piece of white paper on the floor, adjusting it until a rainbow forms on
it.
Big Idea 7
Earth Systems and Patterns
What is in the Rain?
What idea will I reinforce with this experiment?
Particles suspended in the air are washed out by the rain.
What you will need for this experiment:
1. A container to collect rain water
2. A funnel
3. Sticky Tape
4. Filter Paper
5. Evaporating Dish
6. Microscope
Directions:
1. On a rainy day, place the clean and dry container outside. It should be away from trees
and buildings and collect the water for a couple of hours.
2. After the 2 hours, bring the container in and carefully strain the water collected
through a filter paper in a funnel. SAVE the excess water.
3. Dry the filter paper in a 100 degree oven for at least 15 minutes. This will evaporate
the water.
4. Pour the excess liquid you saved into the evaporating dish. You will be able to see the
particles that passed through the filter when the liquid has evaporated.
5.Take a piece of sticky tape and place it face down in the evaporating dish.
6. Remove it and place the tape sticky side down on a glass microscope. View the particles
through the microscope. Try to identify the particles collected on the tape.
It’s a fact! Particles are often suspended in the air for several days until they drop to
the ground or are washed out by the rain. Some of the items that may have been collected include insects, dirt, seeds and leaves.
active volcano: A volcano that is erupting; or one that, while not erupting at the
present, has erupted within (geologically) recent time and is considered likely to do so in the
(geologically) near future.
aquifer: A water-bearing layer of rock or sediment capable of holding and transmitting fluid (such
ronomy
asteroid: Rocky or metallic objects, most of which orbit the Sun in the
asteroid belt between Mars and Jupiter. A few asteroids approach the Sun more closely. None of
the asteroids have atmospheres.
astronomy: the study of objects and matter outside the Earth's
atmosphere and of their physical and chemical properties
atmosphere: the gaseous envelope of a celestial body (as a planet)
atmospheric pressure: one atmosphere is 14.7 pounds per square inch
(105 Newtons per square meter); the average atmospheric pressure at sea level on Earth.
Atmosphere is also a layer of gases surrounding a planet, moon, or star. The Earth's atmosphere is
120 miles thick and is composed mainly of nitrogen, oxygen, carbon dioxide, and a few other trace
gases
axis: straight line about which a body or a geometric figure rotates or may be
supposed to rotate
bedrock A general term for any consolidated rock.
binocular: a handheld optical instrument composed of two telescopes
and a focusing device and usually having prisms to increase magnifying ability usually used in plural
Bode’s Law - a sequence of numbers that represent approximately the mean distances of the
planets from the Sun
body: a mass of matter distinct from other masses
caldera: The Spanish word for cauldron, a basin-shaped volcanic depression; by definition, at least
a mile in diameter. Such large depressions are typically formed by the subsidence of volcanoes.
Crater Lake occupies the best-known caldera in the Cascades.
calorie: A unit of heat energy. The amount of heat required to raise the temperature of 1 gram
(cubic Centimeter) of water 1 degree Celsius. Also, the substance which gives food its flavor.
centaur: a half-man, half-horse creature
Ceres: The first minor planet (asteroid) to be discovered
Charon: the only moon of Pluto
collection: The accumulation of precipitation into surface and underground areas,
including lakes, rivers, and aquifers.
comet: An object which circles the sun in a non-circular orbit. Commonly made up of a
large mass of rock debris and ice. Basically, a giant snockball from space.
condensation: The change of state of water from the vapor to the liquid phase. Results in
liberation of 80 calories per cubic centimeter.
constellation: an apparent grouping of stars named for a mythical
figure, animal, or inanimate object; there are 88 constellations
Copernicus, Nicholas biographic name -1473_1543 Polish astronomer; developed view
that Earth rotates on an axis and revolves around a stationary Sun
continental crust: Solid, outer layers of the earth, including the rocks of the continents.
crater: A steep-sided, usually circular depression formed by either explosion or
collapse at a volcanic vent.
dew point: The temperature (elevation) where adiabatic cooling results in the initiation
of condensation of water vapor into cloud droplets.
dormant volcano: This term is used to describe a volcano which is presently inactive but which may
erupt again. The major volcanic cones of the Cascade Mountains (in Washington, Oregon, and
California) are believed to be dormant rather than extinct.
drift (glacial): General term for material deposited by a glacier.
dust tail: a tail behind a comet that is composed of dust
ecliptic: the great circle of the celestial sphere that is the apparent path of the
sun among the stars or of the earth as seen from the Sun; the plane of the Earth's orbit extended
to meet the celestial sphere
erosion: The movement of weathered material downslope under the influence of gravity. Water acts
as a catalyst and as a lubricant. Some common types of erosion includes landslides, rockfalls, creep,
etc. Erosion takes weathered material and puts it in a river so it can be transported to the beach.
eruption: The process by which solid, liquid, and gaseous materials are ejected into the
earth's atmosphere and onto the earth's surface by volcanic activity. Eruptions range from the
quiet overflow of liquid rock to the tremendously violent expulsion of pyroclastics.
evaporation: The change of state of water from the liquid to vapor phase. Requires the
addition of 80 calories per cubic centimeter.
extraterrestrial: originating, existing, or occurring outside
the earth or its atmosphere.
fault: A crack or fracture in the earth's surface in which there has been movement of one
or both sides relative to the other. Movement along the fault can cause earthquakes or, in the
process of mountain-building, can release underlying magma and permit it to rise to the surface as a
volcanic eruption.
fossil: Evidence of past life on earth. Can include the preserved hard and soft parts of
plants and animals, tracks and burrows, whole organisms preserved intact in amber or tar, and
fossilized dung. ANY evidence of life constitutes a fossil.
floodplain: The low relief lands bordering a stream or river, common to the mature
and old age stages of stream development. Floodplains store excess water in times of high water,
and excess sediments in times of low water. Beware of building your dream house on a floodplain they tend to get rather wet at irregular intervals.
fumarole: A vent or opening through which issue steam, hydrogen sulfide, or other gases. The
craters of many dormant volcanoes contain active fumaroles.
galaxy: a large collection of stars, dust, and gas in space; a system of millions
or billions of stars held together by gravitation
Galileo Galilei: Italian astronomer and mathematician;
demonstrated that different weights descend at the same rate; perfected the refracting
telescope that enabled him to make many discoveries (1564-1642)
Galilean moons: moons of Jupiter that was discovered by Galileo
gas giants: The gas giants are the large outer planets of our Solar System: Jupiter, Saturn,
Uranus, and Neptune
globular cluster: A globular star cluster is a spherical group of up to a million stars held together
by gravity. These remote objects lie mostly around the central bulge of spiral galaxies. The
brightest globular cluster is Omega Centauri (in the constellation Centaurus); it is easily seen by the
naked eye and is magnitude 4.
gyroscopes: a wheel or disk mounted to spin rapidly about an axis and
also free to rotate about one or both of two axes perpendicular to each other and to the axis of
spin so that a rotation of one of the two mutually perpendicular axes results from application of
torque to the other when the wheel is spinning and so that the entire apparatus offers considerable
opposition depending on the angular momentum to any torque that would change the direction of the
axis of spin
groundwater: water stored beneath the surface in open pore spaces and fractures in rock.
heat transfer: Movement of heat from one place to another.
lava: Magma which has reached the surface through a volcanic eruption. The term is
most commonly applied to streams of liquid rock that flow from a crater or fissure. It also refers
to cooled and solidified igneous rock.
lava Flow: An outpouring of lava onto the surface from a vent or fissure. Also, a solidified tonguelike or sheet-like body formed by outpouring lava.
lava tube: A tunnel formed when the surface of a mafic lava flow cools and solidifies, while the
still-molten interior flows through and drains away. These can insulate the flow and allow it to
travel great distances.
leeward: The side facing away from the wind. When speaking of a mountain range, these areas are
generally hotter and drier than on the windward side.
light year: A light-year is the distance that light can travel in one year in a vacuum, which is about
5,880,000,000,000 miles
magma: molten rock beneath the surface of the earth.
mantle: The zone of the earth below the crust and above the core.
magnitude: A numerical expression of the amount of energy released by an earthquake, determined
by measuring earthquake waves on standardized recording instruments (seismographs.) The number
scale for magnitude is a modified logarithmic value, rather than arithmetic, and the numbers get
real big, real fast; a magnitude 9 earthquake, for example, is 33 times greater than a magnitude 8
earthquake, 1089 times greater than a magnitude 7 earthquake, 35937 times greater than a
magnitude 6 earthquake, and so on. The short version? Small quakes don't really do much to relieve
stress in the crust.
metamorphic: From the Greek "meta" (change) and "morph" (form). Commonly occurs to rocks which
are subjected to increased heat and/or pressure. Also applies to the conversion of snow into glacial
ice.
meteorite - an object, usually a chunk or metal or rock, that survives entry through the
atmosphere to reach the Earth's surface. Meteors become meteorites if they reach the ground
mineral: A naturally occurring, inorganic, crystalline solid with a definite internal
structure and chemical composition.
obsidian: A black or dark-colored volcanic glass, usually of rhyolitic (felsic) composition.
oceanic crust: The earth's crust where it underlies oceans.
plate tectonics: The theory that the earth's crust is broken into about fragments (plates,) which
move in relation to one another, shifting continents, forming new ocean crust, and causing volcanic
eruptions.
planet: A planet is a large celestial body that orbits a star and does not
shine on its own. There are nine planets orbiting the sun in our solar system.
precipitation: Any condensed water falling from the atmosphere to the surface of the
earth. Common types include rain, snow, sleet, and hail.
pumice: Light-colored, frothy volcanic rock, usually of dacite or rhyolite composition, formed by the
expansion of gas in erupting lava. Commonly seen as lumps or fragments of pea-size and larger, but
can also occur abundantly as ash-sized particles.
Ring of Fire: The regions of mountain-building earthquakes and volcanoes which surround the
Pacific Ocean.
rotation: When an object rotates, it turns around a central point or
axis. One planetary day is defined as the time it takes the a planet to rotate around its axis.
satellites: Satellites are objects that orbit a planet or a moon. Many man-made
satellites and one natural satellite (the Moon) orbit the Earth
sediment: Rock debris commonly produced by mechanical or chemical weathering processes.
seismograph: An instrument that records seismic waves; that is, vibrations of the earth. Used to
record and measure earthquakes.
sister planet: Venus is sometimes regarded as Earth’s sister planet. In some ways
they are very similar: Venus is only slightly smaller than Earth (95% of Earth's diameter, 80% of
Earth's mass. Both have few craters indicating relatively young surfaces. Their densities and
chemical compositions are similar. Because of these similarities, it was thought that below its dense
clouds Venus might be very Earth-like and might even have life. But, unfortunately, more detailed
study of Venus reveals that in many important ways it is radically different from Earth.
space telescope - The Hubble Space Telescope is a powerful telescope in orbit around
the Earth. HST transmits pictures and spectra of objects in space without the interference of the
atmosphere (which makes telescopic images from the ground have less detail). It was launched into
space in April 1990 and was repaired in December, 1993.
star - A star is a ball of hot gas held together by its own gravity. Gravity also causes
stars to undergo nuclear fusion within their interiors. The energy release associated with this
fusion causes the star to shine.
spring: The time between winter and summer.
telescope - an instrument used to collect large amounts of light from far away objects and
increase their visibility to the naked eye. Telescopes can also enlarge objects that are relatively
close to the Earth
The Galaxy: a special term referring to our Milky Way Galaxy
tsunami: A great sea wave produced by a submarine earthquake, volcanic eruption, or
large landslide. Commonly (but erroneously) called a "tidal wave," tsunamis can cause great damage
due to flooding of low coastal areas.
water cycle: The transfer of water between numerous temporary storage reservoirs. These
include the ocean, rivers and streams, glacial ice, beer cans, dogs and cats, groundwater, and the
atmosphere.
weathering (surface): "Making little ones out of big ones." Waethering includes the processes
which mechanically and chemically break down the mountains into little pieces, so they can be
eroded and transported to the beach (see Strickler's 3rd Law of GeoFantasy).
well: A hole dug into the ground in the attempt to intersect water or other subsurface fluids.
windward: The side facing into the wind. When speaking of a mountain range, these areas are
generally cooler and wetter than on the leeward side.
x-ray: X-rays are a type of electromagnetic radiation (between ultraviolet light and gamma rays
in wavelength, frequency, and energy) - basically, it's light that is way past the blue-violet end of
the visible spectrum - we cannot see it. They have short wavelength (and high frequency) as
compared to visible light. Each photon of X-ray radiation has a lot of energy. X-rays can go through
Earth Space Websites
http://www.spacegrant.hawaii.edu/class_acts/
http://spaceplace.nasa.gov/ great site for background information, recipes and more!
http://kids.niehs.nih.gov/explore/nworld/space_earth_science.htm
http://spaceplace.nasa.gov/external/http://eo.ucar.edu/webweather/ weather
Forecast the weather http://spaceplace.nasa.gov/external/http://eo.ucar.edu/webweather/
http://www.kidsgeo.com/geography-for-kids/0001-hello-earth.php
http://science.pppst.com/space/index.html - PowerPoint presentations that you could modify into
talking books
http://www.kidsastronomy.com
http://shabbottshabits.com/2011/hurricane-cookies/
http://www.teachingheart.net/weather.htm
http://epa.gov/sunwise/educator_resources.html
Weather Concentration http://www.1-language.com/memorymatchelem/weather_misc/memori1.swf
http://www.windows2universe.org/ Planets, solar system presented in scaled for beginning,
intermediate or advanced readers
http://www.enchantedlearning.com/subjects/astronomy/
http://www.enchantedlearning.com/Home.html Look for topics: hurricanes, the earth, astronomy,
landforms, volcano, geology, tsunami
http://www.enchantedlearning.com/Home.html
http://www.internet4classrooms.com/science_elem_space.htm lots of choices check them out
http://www.internet4classrooms.com/science_elem_earth.htm
http://www.internet4classrooms.com/science_elem_weather.htm
SAFARI MONTAGE PLAYLISTS
for Earth & Space Science Access Points
6 – 12 Multi-VE Classes
ESE_InD_6-12_SC_Weather & Climate_swhill
ESE_InD_6-12_SC_Water & Carbon Cycles_swhill
ESE_InD_6-12_SC_Space Exploration_swhill
ESE_InD_6-12_SC_Planets & Stars_swhill
ESE_InD_6-12_SC_Earth Structures_swhill
ESE_InD_6-12_SC_Moon_swhill
Integrating Science with Children’s Literature
Scientific Skills, Motion
Being a Scientist – The Scientific Method:
What Are Scientists? By Rita Golden Gelman and Susan Kovacs Buxbaum
Being a Scientist by Natalie Lunis and Nancy White
The Case of the Sticky Science Project by James Preller
How to Think Like a Scientist by Stephen P. Kramer
Science Tools by J.A. Randolph
Let’s Experiment! By Natalie Lunis and Nancy White
A Closer Look by Natalie Lunis
A World of Change by Natalie Lunis and Nancy White
Scientists by Pamela Chanko
What Do Scientists Do? by Daniel Jacobs
Science Outside by Susan Canizares and Betsey Chessen
Science Fair Bunnies by Kathryn Lasky
Science Tools by Susan Canizares and Betsey Chessen
What Is a Scientist? By Barbara Lehn
Greg’s Microscope by Millicent E. Selsam
Amelia Bedelia, Rocket Scientist? By Herman Parish
The Case of the Stinky Science Project by James Preller
The Crow and the Pitcher by Stephanie Gwyn Brown
Cause and Effect:
The Big Sneeze by Ruth Brown
The Cow Buzzed by Andrea Zimmerman and David Clemesha
The Flea’s Sneeze by Lynn Downey
The Napping House by Audrey Wood
Let’s Measure!:
Measuring Penny by Loreen Leedy
Twelve Snails to One Lizard by Susan Hightower
Let’s Measure It! by Luella Connelly
Integrating Science with Children’s Literature
1
Growing Gators:
Zack’s Alligator by Shirley Mozelle
Zack’s Alligator Goes to School by Shirley Mozelle
All About Alligators by Jim Arnosky
I Didn’t Know that Crocodiles yawn to Keep Cool and Other amazing Facts
Gator or Croc? By Allan Fowler
There’s An Alligator Under My Bed by Mercer Mayer
Crocodiles & Alligators by Seymour Simon
Bouncing Balls:
Stop That Ball! By Mike McClintock
Irma The flying Bowling Ball by Tom Ross
Little Pig’s Bouncy Ball by Alan Baron
The Science Book of Gravity by Neil Ardley
Forces Around Us by Sally Hewitt
The Magic School Bus Plays Ball-A Book About Forces by Joanna Cole
Gravity by Susan Canizares and Daniel Moreton
Real Stuck, Way Up by Benette W. Tiffault
Babushka’s Eggs’periment:
Rechenka’s Eggs by Patricia Polacco
Chickens Aren’t the Only Ones by Ruth Heller
Egg to Chick by Millicent E. Selsam
The Most Wonderful Egg in the World by Helme Heine
Egg by Robert Burton
The Egg by Gallimard Jeunesse and Pascale de Bopurgoing
Pig’s Eggs by Elizabeth Partridge
The Egg by M.P.Robertson
Animals Hatch from Eggs by Elaine Pascoe
The Enormous Egg by Oliver Butterworth
Keep Your Balance:
Mirette on the High Wire by Emily Arnold McCully
Starring Mirette & Bellini by Emily Arnold McCully
Mirette & Bellini Cross Niagara Falls by Emily Arnold McCully
High-Wire Henry by Mary Calhoun
The Man Who Walked Between the Towers by Mordicai Gerstein
Just a Little Bit by Ann Tompert
How Do You Lift a Lion? By Robert E. Wells
Integrating Science with Children’s Literature
2
Pop-can Speedster:
Wheel Away! By Dayle Ann Dodds
The Marvelous Toy by Tom Paxton
Who Can Fix It? by Leslie Ann MacKeen
Galimoto by Catherine Stock
Ramps and Cars:
The Lazy Bear by Brian Wildsmith
Harriet and the Roller Coaster by Nancy Carlson
Machines We Use by Sally Hewitt
The Science Book of Machines by Neil Ardley
The Little Engine That Could by Watty Piper
Liz On the Move by Tracey West
Driving Me Crazy by Charles Keller
Experiment with Movement by Bryan Murphy
Learning About The Way Things Move by Dr. Heidi Gold-Dworkin
Tell Me How Fast It Goes by Shirley Willis
Rolling Along with Goldilocks and the Three Bears by Cindy Meyers
Forces and Motion by Angela Royston
Find Out About Pushes and Pulls by Terry Jennings
The Wheels on the Bus by Raffi
Wheels by Annie Cobb
Push It or Pull It? by Rozanne Lanczak Williams
Mama Zooms by Jane Cowen-Fletcher
Wheels by Susan Canizares and Daniel Moreton
Push or Pull by Susan Canizares and Betsey Chessen
Friction Freeway:
From Path to Highway by Gail Gibbons
The Science Book of Motion by Neil Ardley
Roads by Nicola Baxter
Speedway Spiders:
The Very Busy Spider by Eric Carle
Anansi The Spider by Gerald McDermott
Be Nice to Spiders by Margaret Bloy Graham
Spiders Spin Webs by Yvonne Winer
Spider Watching by Vivian French
Spiders by Gail Gibbons
Spiders, Spiders Everywhere! By Rozanne Lanczak Williams
Integrating Science with Children’s Literature
3
Eency Weency Spider by Joanne Oppeneim
The Itsy Bitsy Spider by Iza Trapani
The Lady and the Spider by Faith McNulty
Charlotte’s Web by E. B. White
The Tarantula by Gail LaBonte
Extremely Weird Spiders by Sarah Lovett
A House Spider’s Life by John Himmelman
The Roly-Poly Spider by Jill Sardegna
Spider On the Floor by Raffi
Are You a Spider? By Judy Allen and Tudor Humphries
Miss Spider’s New Car by David Kirk
Spider Names by Susan Canizares
Spider’s Lunch by Joanna Cole
How & Why spiders Spin Silk by Elanine Pascoe
Spiders by Carolyn B. Otto
Know-It-Alls Spiders! by Christopher Nicholas
Diary of a Spider by Doreen Cronin
Gases, Pressure, Weather
Solids, Liquids & Gases:
What Is the World Made Of? By Kathleen Weidner Zoehfeld
Solid, Liquid, or Gas? By Fay Robinson
Solid, Liquid, or Gas? By Sally Hewitt
Solids, Liquids and Gases by The Ontario Science Centre
Solids, Liquids, and Gases by Angela Royston
Matter by Mir Tamim Ansary
What’s the Matter in Mr. Whiskers’ Room? By Michael Elsohn Ross
Air:
Wilbur’s Space Machine by Lorna Balian
Air Is All Around You by Franklyn M. Branley
D.W. All Wet by Marc Brown
The Berenstain Bears’ Science Fair by Stan & Jan Berenstain
Where Do Balloons Go? By Jamie Lee Curtis
Let’s Try It Out in the Air by Seymour Simon and Nicole Fauteux
The Science Book of Air by Neil Ardley
Air by David Bennett
Integrating Science with Children’s Literature
4
Wind:
Mirandy and Brother Wind by Patricia C. McKissack
Henry, the Sailor Cat by Mary Calhoun
Jack and The Whoopee Wind by Mary Calhoun
Wind by Susan Canizares
Feel the Wind by Arthur Dorros
Wind by Miranda Ashwell and Andy Owen
The Wind Blew by Pat Hutchins
Giberto and the Wind by Marie Hall Ets
Kites:
The Emperor and the Kite by Jane Yolen
Kites by Bettina Ling
Kites Magic Wishes That Fly Up to the Sky by Demi
Let’s Fly A Kite by Stuart J. Murphy
The Magic School Bus Liz Takes Flight by Tracey West
Flight:
The Magic School Bus Taking Flight by Joanna Cole
Young Orville and Wilbur Wright First to Fly by Andrew Woods
Will and Orv by Walter A. Schulz
Wilbur and Orville Wright The Flight to Adventure by Louis Sabin
Taking Flight The Story of the Wright Brothers by Stephen Krensky
First Flight The Story of Tom Tate and the Wright Brothers
Flying High With the Wright Brothers by Mary Maden
The Wright Brothers at Kitty Hawk by Donald J. Sobol
A Picture Book of Amelia Earhart by David A. Adler
Amelia Earhart Adventure in the Sky by Francene Sabin
Amelia Earhart Pioneer in the Sky by John Parlin
Flying Ace The Story of Amelia Earhart by Angela Bull
Young Amelia Earhart A Dream to Fly by Sarah Alcott
Ruth Law Thrills A Nation by Don Brown
Nobody Owns the Sky by Reeve Linbergh
Good-bye, Charles Linbergh by Louise Borden
Flying by Donald Crews
Flying by Gail Gibbons
First Flight by David McPhail
I Fly by Annette Cable
Angela’s Airplane by Robert Munsch
Take Off! By Ryan Ann Hunter
Integrating Science with Children’s Literature
5
The Glorious Flight by Alice and Martin Provensen
Planes by Angela Royston
Amelia and Eleanor Go for a Ride by Pam Munoz Ryan
Incredible Flying Machines by Christopher Maynard
How Do Airplanes Fly? By Melvin and Gilda Berger
The Berenstain Bears Fly-It! By Stan & Jan Berenstain
Tell Me Why Planes Have Wings by Shirley Willis
Let’s Fly from A to Z by Doug Magee and Robert Newman
In the Air by Samantha Berger and Betsey Chessen
No Problem by Eileen Browne
Miss Mouse Takes Off by Jan Ormerod
Airport by Byron Barton
The Moon:
Grandpa Takes Me to the Moon by Timothy R. Gaffney
I Want to Be An Astronaut by Byron Barton
Roaring Rockets by Tony Mitton and Ant Parker
Dogs in Space by Nancy Coffelt
Launch Day by Peter A. Campbell
Rockets and Spaceships by Karen Wallace
Space Vehicles by Anne Rockwell and David Brian
Traveling in Space by Sue Becklake
There’s No Place Like Space! By Tish Rabe
Toys in Space by Carolyn Sumners
Sally Ride (Famous Americans) by TCM Inc.
I am an Astronaut by Cynthia Benjamin
The Magic School Bus chapter Book: Space Explorers by Eva Moore
The Magic School Bus Takes a Moonwalk by Joanna Cole
If You Decide to Go to the Moon by Faith McNulty
Earthlets – as explained by Professor Xargle by Jeanne Willis
Astronaut Living in Space by Kate Hayden
Space News by Michael Johnstone
Blast Off! Poems About Space by Lee Bennett Hopkins
Postcards from Pluto by Loreen Leedy
Zoom! Zoom! Zoom! I’m Off to the Moon! By Dan Yaccarino
Jimmy Zangwow’s Out-of-this-World Pie Adventure by Tony Diterlizze
Man On the Moon by Anastasia Suen
The Best Book of The Moon by Ian Graham
Moondogs by Daniel Kirk
The Moon by Niki Walker
When You Look Up at the Moon by Allan Fowler
Integrating Science with Children’s Literature
6
So That’s How the Moon Changes Shape! By Allan Fowler
The Moon Book by Gail Gibbons
First On the Moon by Barbara Hehner
What the Moon Is Like by Franklyn M. Branley
The Moon by Paulette Boourgeois
One Giant Leap The Story of Neil Armstrong by Don Brown
Spacebusters The Race to the Moon by Philip Wilkinson
Moonwalk the First Trip to the Moon by Judy Donnelly
Moonstruck The True Story of the Cow Who Jumped Over the Moon
By Gennifer Choldenko
Tell Me Why the Moon Changes Shape by Shirley Willis
Happy Birthday, Moon by Frank Asch
Mooncake by Frank Asch
The Moon by Karen Edwards
Midnight on the Moon – Magic Tree House #8 by Mary Pope Osborne
Weather Forecasters:
The Rains are Coming by Sanna Stanley
Weather Forecasting by Gail Gibbons
Oh Say Can You Say What’s the Weather Today? By Tish Rabe
Geoffrey Groundhog Predicts the Weather by Bruce Koscielniak
Bringing the Rain to Kapiti Plain by Verna Aardema
Down Comes the Rain by Franklyn M. Branley
Rain by Manya Stojic
The Rain Came Down by David Shannon
Raindrops by Sandy Gay
Follow a Raindrop by Elsie Ward
Tell Me Why Rain Is Wet by Shirley Willis
Listen to the Rain by Bill Martin Jr. And John Archambault
What Makes the Weather by Janet Palazzo
Skylark by Patricia MacLachlan
Clouds by Meredith Costain
The Cloud Book by Tomie de Paola
Weather by John Farndon
Whatever the Weather by Karen Wallace
It Looked Like Spilt Milk by Charles G.Shaw
Weather by Pamela Chanko
Pink Snow and Other Weird Weather by Jennifer Dussling
What’s the Weather Like Today? By Rozanne Lanczak Williams
What’s the Weather Today? By Allan Fowler
What Will the Weather Be? By Lynda DeWitt
Integrating Science with Children’s Literature
7
Little Cloud by Eric Carle
Water’s Way by Lisa Westberg Peters
Thundercake by Patricia Poloacco
The Magic School Bus Wet All Over by Joanna Cole
Follow the Water from Brook to Ocean by Arthur Dorros
On the Same Day in March – A Tour of the World’s Weather by Marilyn Songer
Flash, Crash, Rumble, and Roll by Franklyn M. Branley
Rain Song by Lezlie Evans
Snowflake Bentley by Jacqueline Briggs Martin
Questions and Answers About Weather by M. Jean Graig
The Storm by Anne Rockwell
The Drop in My Drink/The Story of Water on our Planet
By Meredith Hooper
Where Do Puddles Go? By Fay Robinson
Wacky Weather by John Malam
Water, Water Everywhere/A Book about the Water Cycle
by Melvin and Gilda Berger
I am Snow by Jean Marzollo
Weather Words and What They Mean by Gail Gobbons
All About snow and Ice by Stephen Krensky
Check the Weather by Nancy Roser
Storm in the Night by Mary Stolz
Watching the Weather by Miranda Ashwell and Andy Owen
W is for Wind A Weather Alphabet by Pat Michaels
The Magic Schol Bus Kicks up a Storm by Joanna Cole
Thunder and Lightning by Wendy Pfeffer
Snow byMiranda Ashwell and Andy Owen
Rain by Miranda Ashwell and Andy Owen
Sunshine by Miranda Ashwell and Andy Owen
Tornado in a Bottle:
Cloudy With a Chance of Meatballs by Judi Barrett
Pickles t Pittsburgh by Judi Barrett
Twisters! By Lucille Recht Penner
Twisters! By Kate Hayden
Tornado Alert by Franklyn M. Branley
Twister On Tuesday by Mary Pope Osborne
The Big Storm by Bruce Hiscock
Storms by Susan Canizares and Betsey Chessen
The Magic School Bus Chapter Book – Twister Trouble by Ann Schreiber
Aunt Minnie and the Twister by Mary Skillings Prigger
Integrating Science with Children’s Literature
8
Farmer Brown Goes Round and Round by Teri Sloat
Echoes for the Eye – Poems to Celebrate Patterns in Nature
By Barbara Juster Esbensen
Water:
Where Does Water Come From? By C. Vance Cast
A Drop of Water by Walter Wick
I Am Water by Jean Marzollo
Splish Splash by Joan Bransfield Graham
The Science Book of Water by Ardley
Water by Frank Asch
Water by Susan Canizares and Pamela Chanko
Let’s Try It Out in the Water by Seymour Simon and Nicole Fauteux
Water by Chris Oxlade
Glittler Wands:
The Rainbow Fish by Marcus Pfister
Rainbow Fish and the Big Blue Whale by Marcus Pfister
Rainbow Fish to the Rescue! By Marcus Pfister
What’s It Like to Be a Fish? By Wendy Pfeffer
What is a Fish by David Eastman
Fish by Adele Richardson
It could Still Be A Fish by Allan Fowler
Marbling:
Appelemando’s Dreams by Patricia Polacco
Solids and Liquids - Fixed and Unfixed:
Whale Is Stuck by Karen Hayles & Charles Fuge
Little Polar Bear by Hans de Beer
Little Polar Bear Finds a Friend by Hans de Beer
Ahoy There, Little Polar Bear by Hans de Beer
Tacky in Trouble by Helen Lester
It Could Still Be Water by Allan Fowler
The Magic School Bus /The Wild Whale Watch by Eva Moore
Integrating Science with Children’s Literature
9
Crystal Pictures/ Ants:
Two Bad Ants by Chris Van Allsburg
“I Can’t Said the Ant by Polly Cameron
Those Amazing Ants by Patricia Brennan Demuth
Are You an Ant? By Judy Allen and Tudor Humphries
There’s An Ant in Anthony by Berand Most
Antics! By Cathi Hepworth
It’s An Ants Life by Steve Parker
One Hundred Hungry Ants by Elinor J. Pinczes
Hey, Little Ant by Phillip and Hannah Hoose
Armies of Ants by Walter Retan
Ant Cities by Arthur Dorros
Amazing Anthony Ant by Lorna & Graham Philpot
Very first things to know about ants by Patricia Grossman
How Ants Live by John Sheridan
The World of Ants by Melvin Berger
Crystal Stalactites:
Caves Mysteries Beneath Our Feet by David L. Harrison
Inside a Cave by Gracie Moss as told to Carolyn Duckworth
Cave – The Story of the Earth by Lionel Bendeer
Let’s Take a Field Trip to a Cave by Kathy Furgang
Welcome Home Little Bear by Maurice Jones
Melting Crayons:
Bad Day at Riverbend by Chris Van Allsburg
The Art Lesson by Tomie dePaola
My Crayons Talk by G. Brian Karas
Toy Story / A Friend Is… by Disney
The Crayola Counting Book by Rozanne Lanczak Williams
The Crayon Box that Talked by Shane Derolf
The Crayon Counting Book by Pam Munoz Ryan
Amber Brown is not a Crayon by Paula Danziger
Harold and the Purple Crayon by Crockett Johnson
Shrinky Plastic:
George Shrinks by William Joyce
Flat Stanley by Jeff Brown
Harry and the Terrible Whatzit by Dick Gackenbach
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Gluep:
Watch Your Step, Mr. Rabbit! by Richard Scarry
All Stuck Up by Linda Hayward
Bartholomew and the Oobleck by Dr. Seuss
Whirly, Twirly Milk:
Calico Cows by Arlene Dubanevich
Cows by Jules Older
No Moon, No Milk by Chris Babcock
Two Cool Cows by Toby Speed
Santa Cow Island by Cooper Edens
Milwaukee Cows by Joy Cowley
When Cows Come Home by David L. Harrison
Kiss the Cow! By Rhyllis Root
Extra Cheese, Please! By Cris Peterson
Properties of Matter, Density, Mixtures, Color
Colored Layers:
The Land of Many Colors by Rita Pocock
Cartesian Diver:
The Chick and the Duckling by Mirra Ginsburg
Float and Sink by Maria Gordon
Ducky by Eve Bunting
The Magic School Bus Ups and Downs by Joanna Cole
Duckling Days by Karen Wallace
Ducks Don’t Get Wet by Augusta Goldin
Make Way for Ducklings by Robert McCloskey
Wow! It’s Great Being a Duck by Joan Rankin
Chick by Jane Burton
Duck by Brie Watts
Sink or Float? by Leslie Fox
Floating and Sinking by Karen Bryant-Mole
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Earth Day:
The Great Trash Bash by Loreen Leedy
Recycle! By Gail Gibbons
Where Does the Garbage Go? By PaulShowers
Recycle That! By Fay Robinson
A Pig Tale by Olivia Newton-John
Recycle It! By Brenda Parkes
Clay Boats/ Sinking and Floating:
Who Sank the Boat? By Pamela Allen
Mr. Gumpy’s Outing by John Burningham
Red Fox and His Canoe by Nathaniel Benchley
The Little Boat by Kathy Henderson
Floating by Peter Sloan & Sheryl Sloan
Move Over by Harriet Zeifert
Boats by Gllimard Jeunesse
Sink or Float? By Kimberlee Graves
Tell Me How Ships Float by Shirley Willis
Mr. Archimedes’ Bath by Pamela Allen
Little Toot by Hardie Gramatky
The Boat Book by Samantha Berger and Pamela Chanko
Boats Afloat by Shelley Rotner
Chromatography Garden:
Planting a Rainbow by Lois Ehlert
Blue Potatoes, Orange Tomatoes by Rosalind Creasy
The Sunflower That Went Flop by Joy Cowley
Kente Chromatography:
The Black Snowman by Phil Mendez
Chromatography T-Shirts:
People, Green, and Yellow by Robert Munsch
Seven Blind Mice by Ed Young
Hailstones and Halibut Bones by Mary O’Neill
Colors:
Mouse Paint by Ellen Stoll Walsh
Blue Bug’s Book of Colors by Virginia Poulet
Little Blue and Little Yellow by Leo Lionni
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Mouse Magic by Ellen Stoll Walsh
A Song of colors by Judy Hindley
I Love Colors! By Hans Wilhelm
Red Is Best by Kathy Stinson
Color by Ruth Heller
Lemonade by Rosa Drew
Lemonade Stand by Marcia Vaughan
A Dollar for Penny by Dr. Julie Glass
Lulu’s Lemonade by Barbara deRubertis
Lemonade for Sale by Stuart J. Murphy
Warthogs Paint by Pamela Duncan Edwards
White Rabbit’s Color Book by Alan Baker
Heat and Light Energy
Mama Do You Love Me? By Barbara M. Joosse
The Mitten by Jan Brett
The Mitten by Alvin Tresselt
The Magic School Bus In The Arctic by Joanna Cole
Missing Mittens by Stuart J. Murphy
The Missing Mitten Mystery by Steven Kellogg
The Mitten Tree by Candace Christiansen
Thomas’ Snowsuit by Robert Munsch
Hot and Cold by Allan Fowler
Hot and Cold by Angela Royston
It’s Melting! By Rozanne Lanczak Williams
Heat Changes Things by Michael Medearis
Balloons:
Hot-Air Henry by Mary Calhoun
The Big Balloon Race by Eleanor Coerr
Altoon Baboona by Janie Bynum
Three in a Balloon by Sarah Wilson
Mouton’s Impossible Dream by Anik McGrory
The Grumpalump by Sarah Hayes
What a Day for Flying! By Foster & Erickson
Hot Air by Marjorie Priceman
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Magic Mirror Tricks:
Reflections by Ann Jonas
Magic Mirror Tricks by Marion Walter
Little Bird and the Moon Sandwich by Linda Berkowitz
Look Twice by Duncan Birmingham
‘M’ is for Mirror by Duncan Birmingham
The Mirror Puzzle Book by Marion Walter
Look at Annette by Marion Walter
Colors of the Rainbow:
The Rainbow and You by E.C. Krupp
The River that Gave Gifts by Margo Humphrey
The Magic School Bus/Liz Makes a Rainbow by Tracey West
All the colors of the Rainbow by Allan Fowler
The Magic School Bus Makes a Rainbow
Arrow to the Sun by Gerald McDermott
Rainbow Crow by Nancy Van Laan
What Makes a Rainbow? By Betty Ann Schwartz
A Rainbow of My Own by Don Freeman
Whirling Colors:
Carousel by Donald Crews
Color Dance by Ann Jonas
Chemiluminescence:
Fireflies by Julie Brinckloe
The Very Lonely Firefly by Eric Carle
Sam and the Firefly by P.D. Eastman
Fireflies in the Night by Judy Hawes
A Firefly Named Torchy by Bernard Waber
Color Change Beads:
The Lizard and the Sun by Alma Flora Ada
The Sun by Paulette Bourgeois
Our Friend the Sun by Janet Palazzo
The Sun Is Always Shining Somewhere by Allan Fowler
Sunshine Makes the Seasons by Franklyn M. Branley
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The Twelve Days of Summer by Elizabeth Lee O’Donnell
One Light, One Sun by Raffi
Energy from the Sun by Allan Fowler
Sun Up, Sun Down by Gail Gibbons
I didn’t know that the Sun is a Star by Kate Petty
The Senses
My Five Senses by Aliki
The Magic School Bus Explores the Senses by Joanna Cole & Bruce Degen
The Five Senses by Sally Hewitt
The Senses by Angela Royston
Your Five Senses by Bobbi Katz
What’s Going On? By Rozanne Lanczak Williams
Where Are You Going? By Kimberlee Graves and Rozanne Lanczak Williams
My Senses Work for Me by Deborah Plona Cerbus & Cheryl
Feichtenbiner Rice
Busy Bunnies’ Five Senses by Teddy Slater
Body Detectives/ A Book About the Five Senses by Rita Golden Gelman
The Science Book of The Senses by Neil Ardley
Look, Listen, and Learn by Susan Canizares and Pamela Chanko
Touch:
A Picture Book of Louis Braille by David A. Adler
Helen Keller Courage in the Dark by Johanna Hurwitz
Best Friends by Sandi Hill
Hand, Hand, Fingers, Thumb by Al Perkins
Your Skin and Mine by Paul Showers
King Midas and His Gold by Patricia and Fredrick McKissack
Feely Bugs by David A. Carter
My Hands Can by Jean Holzenthaler
Feeling Things by Allan Fowler
Touch by Sue Hurwitz
I Can’t Sleep by Kimberlee Graves
What’s In My Pocket? By Rozanne Lanczak Williams
Smell:
Mucky Moose by Jonathan Allen
Smelling Things by Allan Fowler
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Clifford Follows His Nose by Norman Bridwell
Arthur’s Nose by Marc Brown
The Best Smelling Alphabet Book Ever by Harriet Zeifert
Smell by Sue Hurwitz
Taste:
Green Eggs and Ham by Dr. Seuss
Taste by Sue Hurwitz
The Seven Silly Eaters by Mary Ann Hoberman
Sound:
Kangaroos in the Kitchen? (originally published as Hear That?)
By Tracy Dockray
Ears Are for Hearing by Paul Showers
Listen Buddy by Lynn Munsinger
The Science Book of Sound by Neil Ardley
The Listening Walk by Paul Showers
The Ear Book by Al Perkins
Hearing by Sue Hurwitz
Hearing Things by Allan Fowler
The Noisy Book by Margaret Wise Brown
Sounds All Around by Wendy Pfeffer
The Banging Book by Bill Grossman
Polar Bear, Polar Bear, What Do You Hear? By Bill Martin Jr./Eric Carle
Peace At Last by Jill Murphy
Listen Buddy by Helen Lester
Max Found Two Sticks by Brian Pinkney
Mr. Brown Can Moo! Can You? By Dr. Seuss’s
Horton Hears a Who! By Dr. Seuss
Sight:
Sight by Sue Hurwitz
Shrinking Mouse by Pat Hutchins
Through Grandpa’s Eyes by Patricia MacLachlan
Glasses for D.W. by Marc Brown
Arthur’s Eyes by Marc Brown
Seeing Things by Allan Fowler
Brown Bear, Brown Bear, What do You See? By Bill Martin Jr./Eric Carle
What Do You See? By Rozanne Lanczak Williams
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Animal Senses:
Eyes by Rebecca L. Grambo
Whose Nose Is This? By Wayne Lynch
Animals’ Eyes and Ears by Margie Burton, Cathy French, and Tammy Jones
Animal Senses by Pamela Hickman and Pat Stephens
Sound, Electricity, Magnetism
Rubber Band Banza:
The Banza by Diane Wolkstein
The Little Banjo by Diane Wolkstein
Rubber-Band Banjos and a Java Jive Bass by Alex Sabbeth
Sound and Light by Daren Bryant-Mole
Sound and Hearing by Angela Royston
Bangs and Twangs by Vicki Cobb
Zin! Zin! Zin! A Violin by Lloyd Moss
Sound and Vibrations:
Moses Goes to A Concert by Isaac Millman
Moses Goes to School by Isasc Millman
The Magic School Bus in the Haunted Museum/A Book about Sound By Joanna
Cole
I Have A Sister My Sister Is Deaf by Jeanne Whithouse Peterson
Invisible Journeys: Sound by Carolline Grimshaw
Poultry Pitch:
Chicken Little by Steven Kellogg
Chicken Little by Sally Hobson
Twas’ the Night Before Thanksgiving by Dave Pilkey
Humdinger:
Berlioz the Bear by Jan Brett
The Magic School Bus Inside a Beehive by Joanna Cole & Bruce Begen
Are You a Bee? By Judy Allen and Tudor Humphries
The Bee by Lisa Campbell Ernst
Life of the Honeybee by Heiderose and Andreas Fischer-Nagel
The Life and Times of the Honeybee by Charles Micucci
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Mr. Bumble by Kim Kennedy
Honeybee by Barrie Watts
How Do Bees Make Honey? by Anna Claybourne
Bumble Bear/ The Beeginning by James Hoffman
Buzzy the bumblebee by Denise Brennan-Nelson
Bees by Gallimard Jeunesse
Busy buzzy bee by Karen Wallace
Questions and Answers About Bees by Betty Polisar Reigot
The Bee by Paul Starosta
The Honey Makers by Gail Gibbons
Learning about Bees from Mr. Krebs by Alice K. Flanagan
A Taste of Honey by Nancy Elizabeth Wallace
Busy, Buzzy Bees by Allan Fowler
Busy Bees byDona Herweck Rice
Honeybees by Deborah Heiligman
Static Electricity:
The Wartville Wizard by Kon Madden
Insulators and Conductors:
Switch On, Switch Off by Melvin Berger
All About Electricity by Melvin Berger
Dear Mr. Henshaw by Paul O. Zelinsky
Electricity by Karen Bryant-Mole
The Magic School Bus and the Electric Field Trip by Joanna Cole & Bruce Begen
Electricity by Smantha Berger and Pamela Chanko
Full of Energy by Sally Hewitt
Magnetism:
Mr. Fixit’s Magnet Machine by Gail Herman
What Makes a Magnet? by Franklyn M. Branley
All About Magnets by Stephen Krenshy
Magnets by Rena K. Kirkpatrick
Magnets by Anne Schreiber
What Magnets Can Do by Allan Fowler
Matthew the Magician by Kimberlee Graves
The Science Book of Magnets by Neil Ardley
Mickey’s Magnet by Franklyn M. Brandley and Eleanor K. Vaughan
Junior Science Magnets by Terry Jennings
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Experiments with Magnet by Hellen J. Challand
Jeff’s Magnet by Madge Alley
Marta’s Magnets by Wendy Pfeffer
Magnets by Karen Bryant-Mole
Magnets by Angela Royston
Gregory, the Terrible Eater by Mitchell Sharmat
Food Chemistry
Making Butter:
Pancakes for Breakfast by Tomie de Paola
Designing Utensils:
How My Parents Learned to Eat by Ina R. Friedman
This is the Way We Eat Our Lunch by Edith Baer
Why are Pineapples Prickly? By Christopher Maynard
Never Take a Pig to Lunch by Nadine Bernard Westcott
Cookies and Yeast:
The Sleeping Bread by Stefan Czernecki and Timothy Rhodes
Walter the Baker by Eric Carle
Popcorn Pop:
The Popcorn Dragon by Jane Thayer
The Popcorn Book by Tomie de Paola
The Popcorn Shop by Alice Low
Corn Is Maize by Aliki
Heat Wave! By Helen Ketterman
Popcorn by Frank Asch
Cam Jansen and the Mystery of the Stolen Corn Popper By David A. Adler
Popcorn at the Palace by Emily Arnold McCully
Ice Cream:
Ice Cream Soup by Gail Herman
Ice Cream Larry by Daniel Pinkwater
Make Mine Ice Cream by Melvin Berger
Follow an Ice-Cream Cone Around the world by Neale S. Godfrey
Ice Cream Everywhere! By Marjorie Blain Parker
Clifford and the Big Ice Cream Mess by Josephine Page
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Living Things, Ecosystems
Classification/ Sorting Animals:
If You Hopped Like A Frog by David M. Schwartz
Creature Features by Anita Ganeri
Smile If You’re Human by Neal Layton
Mice Squeak, We Speak by Tomie dePaola
Remarkable Animals by Tony Meeuwissen
Amphibians by Adele Richardson
Birds by Adele Richardson
Fish by Adele Richardson
Insects by Adele Richardson
Mammals by Adele Richardson
Reptiles by Adele Richardson
Food Chain/ Life Cycle:
Who Eats What? Food Chains and Food Webs by Patricia Lauber
Feathers for Lunch by Lois Ehlert
Blue Sea by Rjobert Kalan
The Magic School Bus Gets Eaten – A Book About Food Chains By Joanna Cole
Food Chains by Peter Riley
A Ladybug’s Life by John Himmelman
Bright Beetle by Rick Chrustowski
Yum-yum! By Mick Manning and Brita Granstrom
The Grouchy Ladybug by Eric Carle
Ladybug by David M. Schwartz
Ladybug by Barrie Watts
Are You a Ladybug? By Judy Allen and Tudor Humphries
From Egg to Chicken by Dr. Gerald Legg
From Todpole to Frog by David Stewart
From Seed to Sunflower by Dr. Gerald Legg
The Journey of a Turtle Carolyn Scrace
Pass the Energy, Please! By Barbara Shaw McKinney
Fighting Fish by David M. Schwartz
What Are Food Chains and Webs? By Bobbie Kalman
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Birds:
Albert by Donna Jo Napoli
How & Why Birds Use Their Bills by Elaine Pascoe
How & Why Birds Build Nests by Elaine Pascoe
A Nest Full of Eggs by Priscilla Belz Jenkins
From Egg to Robin by Susan Canizares and Betsey Chessen
Cardinals, Robins, and other Birds by George S. Fichter
How Do Birds Find Their Way? By Roma Gans
The Life cycle of a Bird by Bobbie Kalman
Birds by Susan Canizares and Pamela Chanko
Birds by Samantha Gray and Sarah Walker
If You Should Hear A Honey Guide by April Pulley Sayre
Roadrunners and Sandwich Terns by Suzanne Samson
What’s the Difference? Birds by Stephen Savage
Fine Feathered Friends by Tish Rabe
Little by Little by Linda Hayward
The Missing Sunflowers by Maggie Stern
Have You Seen Birds? By Joanne Oppenheim
What Makes a Bird a Bird? By May Garelick
The Beak Book by Pamela Chanko
The Bird Alphabet Book by Jerry Pallotta
Animals
A Color of His Own by Eric Cale
The Mixed-Up Chameleon by Eric Carle
Animals in Hiding by Melvin Berger
Chameleons are Cool by Martin Jenkins
Colorful Chameleons! By Michelle Knudsen
How & Why Animals Hide by Elaine Pascoe
What Color is Camouflage? By Carolyn Otto
I See Animals Hiding by Jim Arnosky
Hard-to-See Animals by Allan Fowler
Animals in Camouflage by Phyllis Limbacher Tildes
How to Hide a Butterfly by Ruth Heller
How to Hide a Polar Bear by Ruth Heller
How to Hide a Crocodile by Ruth Heller
How to Hide an Octopus by Ruth Hellers
How to Hide a Meadow Frog by Ruth Heller
The Magic School Bus Butterfly and the Bog Beast by Joanna Cole
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The Importance of Teeth:
Grandpa’s Teeth by Rod Clement
Rotten Teeth by Laura Simms
I Know Why I Brush My Teeth by Kate Rowan
Arthur’s Tooth by Marc Brown
The Tooth Book by Theo. LeSieg
Arthur Tricks the Tooth Fairy by Marc Brown
Tooth Fairy by Audrey Wood
Little Rabbit’s Loose Tooth by Lucy Bate
Throw Your Tooth on the Roof by Selby B. Beeler
Franklin and the Tooth Fairy by Paulette Bourgeois
Andrew’s Loose Tooth by Robert Munsch
A Quarter from the Tooth Fairy by Caren Holtzman
Arthur’s Loose Tooth by Lillian Hoban
Top Secret by Ted Dewan
Doctor DeSoto by William Steig
Nice Try, Tooth Fairy by Mary W. Olson
My Tooth Is About to Fall Out by Grace Maccarone
Fluffy Meets the Tooth Fairy by Kate McMullan
Young Cam Jansen and the Lost Tooth by David A. Adler
Other Science Books
What’s Alive? By Kathleen Weidner Zoehfild
Is It Alive? By Kimberlee Grave
Alexander and the Wind-Up Mouse by Lio Lionni
Where Fish Go In Winter by Amy Goldman Koss
Archibald Frisby by Michail Chesworth
Where Did It Go? By Kimberlee Graves
Five Brilliant Scientists by Lynda Jones
Spectacular Science by Lee Bennett Hopkins
The Fungus That Ate My School by Arthur Dorros
Career Ideas for kids who like Science by Diane Lindsay Reeves
The Science chef Travels Around the World
by Joan D’Amico and Karen Eich Drummond
Science Art by Deborah Schecter
Science Arts Discovering Science ThroughArt Experiences
by MaryAnn Kohl/Jean Potter
What’s Smaller Than a Pygmy Shrew? By Robert E. Wells
The Magic School Bus Liz Looks for a Home by Tracey West
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Learn to Read – Science by CTP
The Magic School Bus Liz Finds a Friend by Tracey West
The Long and Short of It by Cheryl Nathan and Lisa McCourt
Rubrics, Checklists & Other Assessments for the Science You Teach by Ann Flagg
I’d Like To Be A Chemist by Kim Mitzo Thompson
I’d Like To Be A Marine Biologist by Kim Mitzo Thompson
I’d Like To Be An Entomologist by Kim Mitzo Thompson
I’d Like To Be A Zoologist by Kim Mitzo Thompson
I’d Like to Be a Physicist by Kim Mitzo Thompson
Tips, Tools, and Timesavers for Science Success by Imogene Forte
101 Science Poems & Songs for Young Learners by Meish Goldish
Greg’s Microscope By Millicent E. Selsam
Science fun with Peanuts and Popcorn by Rose Wyler
Focus on Scientists by Mary Ellen Sterling
A Weed is a Slower by Aliki
Scientists from Archimedes to Einstein by Struan Reid and Patricia Fara
Science Verse by Jon Scieszka and Lane Smith
The Magic School Bus Chapter Books:
Twister Trouble
Space Explorers
Butterfly Battle
Voyage to the Volcano
The Fishy Field Trip
Food Chain Frenzy
Electric Storm
The Search for the Missing Bones
Insect Invaders
The Wild Whale Watch
Amazing Magnetism
Science Solves IT!
Ant Attack by Anne James
Slow Down, Sara! By Laura Driscoll
Gotcha! By Jennifer Dussling
Hocus Focus by Sarah Willson
The Rainbow Mystery by Jennifer Dussling
The Green Dog by Melinda Luke
Almost Invisible Irene by Daphne Skinner
The Creeping Tide by Gail Herman
Monster Bug by Linda Hayward
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Butterfly Fever by Lori Haskins
Clever Trevor by Sarah Albee
It Came from Outer Space by Henry Barker
What Homework? By Linda Hayward
What’s That Sound? By Mary Lawrence
A Slimy Story by Michelle Knudsen
The Case of Vampire Vivian by Michelle Knudsen
The Nose Knows by Ellen Weiss
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most solid objects. X-ray images of celestial objects are one way of learning about their highenergy properties