Pamela S. Davis, M.Ed, NBCT
Pamela.davis@browardschools.com
Deerfield Park Elementary
650 SW 3rd Ave., Deerfield Beach, FL 33441
School Phone #754-322-6150; Fax #754-322-6190
For information concerning IMPACT II opportunities, such as interschool visits,
staff development, workshops, and Adapter and Disseminator grants, please contact:
The Broward Education Foundation
600 SE Third Avenue, lst floor
Fort Lauderdale, FL 33301
754-321-2032
www.BrowardEdFoundation.net
IMPACT II is a program of the Broward Education Foundation
Table of Contents
Page
Goals and Objectives
1
Common Core State Standards
2
III.
Course Outline
3
IV.
Sample Worksheets
4-7
Lesson Plans
8-29
Evaluation and Student Assessment
30
Resource List
31
Audio Visuals (Technology)
32
Supplemental Materials Suppliers/Prices
33
Bibliography
34
Student Work Samples
35
Rubric
36
Reflection
37
I.
II.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
“Promise me that you’ll always remember:
You’re braver than you believe, stronger than you seem,
and smarter than you think.”
…Winnie the Pooh
Goals and Objectives
The student through a variety of hands-on experiments along with the integration of quality
literacy will be able to meet the Common Core Standards for Science as follows:
1. Science as Inquiry will enable the student to understand scientific inquiry and have the
ability to conduct scientific inquiry using the processes and tools.
2. Science, Technology and Society will enable the student to understand the interaction
among science, technology and society. This will focus on sharing their findings with
peers, family, and utilize technology to gain further knowledge.
3. Matter and Energy will enable the student to understand the nature and properties of
energy. This includes how properties change.
4. Force and Motion will enable the student to apply the concepts that describe force and
motion and the principles that explain them.
To develop an effective, ongoing home-school connection!
Objectives
The student will be given a pre and post-assessment using the Bodacious Bags Science Interest
Survey. Utilizing data from the surveys, 80% of the students will show an increase of 70% on
the final survey. In addition, ongoing observations along with peer conferences during the
student explorations will serve as an indicator of increased student achievement.
Common Core State Standards
&
NGSSSS
To access your grade level, go to www.cpalms.org for Science, Math, and Language Arts.
The following plans are for Kindergarten:
Science
SC.K.L.14.1: Recognize the five senses and related body parts.
S.C.K.P.10.1 Observe that things that make sound vibrate.
SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or
cold) weight (heavy or light) and texture.
SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving
SC.K.N.1.5 Recognize that learning can come from careful observation.
SC.K.N.1.5 Recognize that learning can come from careful observation.
SC.K.N.1.3 Keep records as appropriate, i.e. pictorial records- of investigations conducted
SC.K.P.9.1 Recognize that the shape of materials can be changed…
SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc.
SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the
ground unless something holds them up
Math
MACC.K.MD.1.1 Describe measurable attributes of objects, such as length or weight
MACC.K.G.1.2 Correctly name shapes regardless of their orientations or overall size..
Language Arts
LACC.K.RF.4.4: Read emergent-reader texts with purpose and understanding.
LACC.K.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on kindergarten reading and content.
Course Outline
The following Science Explorations teach children to learn to appreciate Science!
Science Exploration #1. Reach out and Touch
Science Exploration #2.
What Do You Hear
Science Exploration #3.
What’s That Smell?
Science Exploration #4.
Tasting Time
Science Exploration #5.
See Colors Change
Science Exploration #6.
Shape Up-Patterns
Science Exploration #7.
Attract Me, Attract Me Not
Science Exploration #8.
Floaters or Sinkers
Science Exploration #9.
Air, Air Everywhere
Science Exploration #10. Bubbles Away
Science Exploration #11.
Mighty Penny
Science Exploration #12.
Better Butter
Science Exploration #13.
Shoes for Math & Science
Science Exploration #14.
Clothing: Color & Design
Science Exploration #15.
I Sense Popcorn!
Science Exploration #16.
Can You Blow?
Science Exploration #17.
Screaming Balloons
Science Exploration #18.
Walk on Water…Fish actually run
Science Exploration #19.
Volcano Reaction
Science Exploration #20.
Rainbow Magic
My
Science
Journal
Bodacious Bags
A Broward Education Foundation Grant
By:____________________________________
Sample Worksheets
Essential Question: What are our five senses? (For Science Exploration #1-5)
Note: You can make this into a class chart by enlarging it.
(Color, write words, or cut pictures placing in each category)
What I see
What I hear
What I smell
What I taste
What I touch
You can use these SAMPLE WORKSHEETS for several explorations.
Essential Question:What objects do magnets attract? What objects do magnets not attract?
(For Science Exploration #7)
Note: You can make this into a class chart by enlarging it.
(Color, write words, or cut pictures placing in each category)
Attract
Do Not Attract
Essential Question: What objects float? What objects sink?
(For Science Exploration #8)
Note: You can make this into a class chart by enlarging it.
(Color, write words, or cut pictures placing in each category)
Sink
Float
Essential Question: How many drops can we apply to a penny?
(For Science Exploration #11)
Note: You can make this into a class chart by enlarging it. You may wish to use “sticky” notes
with students writing their name and number of drops for each prediction.
I Predict…
(1st estimation)
I Predict…
(may change from lst estimate)
(2nd estimation)
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
Lesson Plans
Science Exploration #1. Reach out and Touch:
SC.K.L.14.1:
To learn the five senses through touch.
Recognize the five senses and related body parts.
Vocabulary: predict, organize, discover, observations, classify, hard, soft, rough, bumpy,
dull, opposite, experiment
Materials: plastic fork, rock, cotton ball, sandpaper (3”x 3”), poster board (3”x3”),
corrugated paper (2”x2”), bags
In Class:
Essential Question: What are our five senses?
Read: Cakes and Miracles (Blindness)
Students will explore the five senses by observing and touching the materials in the bag.
Vocabulary will be introduced during the exploration. Students will “think-pair-share” to discuss
their observations. Then they will write/record observations and vocabulary in a Science journal.
Sing: “Sight, Taste, Touch…Hear and Smell” to tune: “Head, Shoulders, Knees and Toes”
Technology:
BEEP Lessons include, “Our Senses, Observing with Our Senses, Exploring
Using Our Senses, and What’s in the Bag?” Sid the Science Kid (PBS.org), “Texture Hunt.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Review the five senses (What I see, I hear, I smell, I taste, and I touch). What sense(s) do
you use in this exploration? Touch the materials in the bag. How do they look and feel different?
Put them in a brown paper bag and take turns feeling them and guessing the material.
Science Exploration #2.
SC.K.L.14.1:
What Do You Hear: To learn the five senses through hearing.
Recognize the five senses and related body parts.
S.C.K.P.10.1 Observe that things that make sound vibrate.
Vocabulary: soft, loud, different, alike, vibrate, organize
Materials: emery boards (2), pencils, comb, plastic spoon, wax paper (3”x3”), bags
In Class:
Essential Question: What are our five senses? What do we hear in the country, in the city, in our
classroom, and our home? What sounds can we hear? How does sound travel?
Read: Professor IQ Explores the Senses; Listen for Bees, Little Brother Moose
Students will explore the five senses by observing and touching the materials in the bag.
Vocabulary will be introduced during the exploration. Students will “think-pair-share” to discuss
their observations. Then they will write/record observations and vocabulary in a Science journal.
Sing: “Sight, Taste, Touch…Hear and Smell” to tune: “Head, Shoulders, Knees and Toes”
Technology:
BEEP Lessons include, “Our Senses, Observing with Our Senses and
Exploring Using Our Senses, Sound, Different Kinds of Sounds, I Can Make Sounds.”
Sid the Science Kid (Pbs.org), “Sound Garden.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Make sounds and listen to them. Which ones are soft/loud? How are they different or
alike. Put your fingers on the side of your neck and talk. Feel the vibrations. Fold a paper and
write soft on one side and loud on the other. Classify and write which sounds are soft/loud.
Listen to sounds in your home and outside.
Soft
to
Loud
Science Exploration #3.
SC.K.L.14.1:
What’s That Smell?: To learn the five senses through smell.
Recognize the five senses and related body parts.
Vocabulary: sniff, aroma, scent, organize, predict, odor, alike, different
Materials: 4 film containers, cotton balls, onion juice, lemon juice, mint, perfume, bags
In Class:
Essential question: What are our five senses? What do we smell in our environment?
Read: Extra Nose, Wanda Rose, First Delights
“Students will explore the five senses by observing and smelling the materials in the bag. They
will play a game, “Guess that Smell,” as they open containers with a variety of smells. Some
smells are good, others may be not as favorable. Vocabulary will be introduced during the
exploration. Students will “think-pair-share” to discuss their observations. Then they will
write/record observations and vocabulary in a Science journal.
Technology:
BEEP Lessons include, “Our Senses, Observing with Our Senses and
Exploring Using Our Senses.” Sid the Science Kid (Pbs.org), “What’s that Smell.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Take “smelly” things from the bag. Compare how they are alike or different.
Which ones smell nice and not so nice. Name and write/draw two foods do you like to smell?
Play “Guess that smell.”
Take time every day to discover the world through Science!
Be sure to stop and smell the roses, too!
Science Exploration #4.
SC.K.L.14.1:
Tasting Time: To learn the five senses through taste.
Recognize the five senses and related body parts.
Vocabulary: organize, predict, taste, sweet, sugar, sour, salty,
Materials: Sugar cube, cookie, lemon slice, dill pickle, pretzel, chips, grapefruit rind,
unsweetened chocolate, paper plate, bags
In Class:
Essential question: What are our five senses? Do you have favorite foods to taste? What do you
like and dislike? Why? Do some foods taste sweet? Sour?
Read: Around the World, Bread & Jam for Frances
Students will explore the five senses by observing and tasting the materials in the bag. They will
brainstorm and list favorite foods. Some tastes are pleasant, while others are not as favorable.
Vocabulary will be introduced during the exploration. Students will “think-pair-share” foods that
taste sweet/sour. Then they will write/record observations and vocabulary in a Science journal.
Technology:
BEEP Lessons include, “Our Senses, Observing with Our Senses and
Exploring Using Our Senses.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Let’s have a tasting celebration! Do you like sweet, sour, or salty foods? Make a list of
sweet, sour, and salty foods. Draw and write the names of two foods that you like to eat!
Sweet
to
Sour
“The important thing in science is not so much to obtain new facts, as to discover new ways
of thinking about them.”
…William Lawrence Bragg
Science Exploration #5.
SC.K.L.14.1:
See Colors Change: To learn the 5 senses through sight.
Recognize the five senses and related body parts.
Vocabulary: organize, predict, see, sight, observe, prism
Materials: Cotton swabs, plastic spoon, ½ egg carton, liquid tempera paint (red, blue,
yellow), small containers with lids, prism, bags
In Class:
Essential question: What are our five senses? What color do you see?
Read: Brown Bear, Brown Bear, Naomi Knows It’s Spring Time
Students will explore the five senses by observing and looking the materials in the bag. They
will brainstorm and list favorite colors. Students will mix paint between the primary colors of
red, blue, and yellow to make the secondary colors of purple, green, and orange. Vocabulary will
be introduced during the exploration. Students will “think-pair-share” as they mix colors. Then
they will write/record observations and vocabulary in a Science journal.
Technology:
BEEP Lessons include, “Our Senses, Observing with Our Senses and
Exploring Using Our Senses.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: What’s your favorite color? Can we make it by combining red, yellow, and blue? Draw a
rainbow and label the colors with the words. Write: I like ______ because _________. Play a
guessing game, “What’s big, round and is in the sky? (A yellow sun). Using the egg carton and
cotton swabs, add water to the 3 colors (red, blue and yellow) to mix and make new colors. Paint
a rainbow. Look at the prism (be careful when handling these and take care as these are special
and expensive)! Hold the prism up to the light. Observe how the light changes the colors in the
prism!
Let’s Make Colors!
Science Exploration #6.
Shape Up-Patterns: To learn attributes of shapes and
patterning
SC.K..P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot
or cold) weight (heavy or light) and texture.
Vocabulary: circle, triangle, square, rectangle, colors, organize, predict, first, next, patterns
Materials: 2 sets construction paper for shapes (circle, triangle, rectangle, square), multicolors, copy paper, glue stick, bags
In Class:
Essential question: Where do we find shapes in our environment?
Read: Brambleberry’s Animal Book-Big & Small
Students will explore the shapes of square, triangle, rectangle, and circle by observing and
looking the shapes in the bag. They will describe attributes of each shape. Patterns (abab) will be
introduced. Students can make a pattern using paper shapes. Vocabulary will be introduced
during the exploration. Students will “think-pair-share” as they mix colors. Then they will
write/record observations and vocabulary in a Science journal.
Technology: BEEP Lessons include, “Patterns Review Problem Solving Skill.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Take the shapes from the bag making a pattern on the paper. Then make a shape picture.
Look for shapes in our beautiful world!
Science Exploration #7.
Attract Me, Attract Me Not: To learn the properties of
magnets
SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving
Vocabulary: organize, attract, predict, observe, verify
Materials: 1 magnet, 1 eraser, 1 cotton ball, 1 box jumbo paper clips, 1 iron nail, 1 piece of wood
(block), bags
In Class:
Essential question: How do we use magnets? Which objects do magnets attract?
Read: What Makes A Magnet, Magnetism, The Mystery of Magnets
Students will explore magnets by observing which materials in the bag “attract” the magnets.
They will create a visual representation of their findings. Vocabulary will be introduced during
the exploration. Students will “think-pair-share” as they explore and brainstorm other objects in
the class which magnets could attract. Then they will write/record observations and vocabulary
in a Science journal.
Technology: BEEP Lessons include, “Magnets, What Do Magnets Attract, Using Magnets.”
Sid the Science Kid (PBS.org) Lessons include, “I Magnify.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Use the magnet to try objects that it will attract. Do NOT get magnets close to any
computer, or due to the size close to a younger child.
Let’s “attract” more students to Science!
“Men love to wonder, and that is the seed of Science.”
…Ralph Waldo Emerson
Science Exploration #8.
Floaters or Sinkers: To learn the properties of water
SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving.
Vocabulary: organize, predict, observe, weight, heavy, light, equal, float, sink, discover,
volume
Materials: Marble, plastic/metal spoon, twig, paper clip, penny, stone, cork, pencil, water, small
(non-breakable) bowl, bags
In Class:
Essential questions: What are some objects that will sink? What are some objects that will float?
What happens to water droplets as they get close together?
Read: Bernard’s Bath, What Floats-What Sinks, The Everything Kids Science Experiments
Students will explore by observing which materials in the bag will sink or float in water. They
will create a visual representation of their findings. Vocabulary will be introduced during the
exploration. Students will “think-pair-share” as they explore and brainstorm other objects in the
class which sink or float. Then, they will write/record observations and vocabulary in a Science
journal.
Technology: BEEP Lessons include, “Sink or Float, Will It Sink, Water Drops.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: You will need a small (non-breakable) bowl. Fill it with water. Next, have fun dropping
objects in the water to see if they float or sink. Good scientists think and ask, “I wonder if this
will sink/float?” When you make “guesses” about the outcome of the experiment, this is called
hypothesis!
Will it sink or float?
“Science is simply common sense at its best.”
…Thomas Huxley
Science Exploration #9.
Air, Air Everywhere: To learn how we breathe
SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving.
Vocabulary: predict, observe, inhale, exhale, air (principles of), lungs, Bernouli
Materials: Balloons, copy paper, little pieces of 3”x3” paper, bags
In Class:
Essential questions: How do we use our lungs? What causes things to expand?
Read: Hot Air Henry
Vocabulary will be introduced during the exploration. Students will explore by observing their
own breathing. Have them put their hands on the sides of their body and breathe, both inhaling
and exhaling. Ask students, “What happened to your body?” Next, take a piece of paper sharing
the Bernouli Principle. Instruct them to hold their paper vertically pinched between their fingers,
and blow under the paper. What happens? (The paper doesn’t move.) Next, they resume paper
position blowing over the top of the paper. What happens? (The paper rises like airplanes.)
Next, give out balloons and a small piece of paper. Invite them to write a vocabulary word on
the paper. Carefully fold it several times to fit into the mouth of the balloon. Demonstrate using
vocabulary as students observe you blowing up the balloon. Tie it to keep the air in the balloon.
Now, students blow up a balloon tying them to secure the air they have added to the balloon.
(Primary-age students will need assistance to tie the balloon.) Once tied, ask “What is in the
balloon? (air) What did your body do? How did you feel?”
Now, “Let’s have a balloon celebration!” Encourage them to “throw” their balloons in the air.
Tell them that when you say, “EXPLORE” they must “catch” a balloon, sit down and hold it
quietly in their lap. Say, “Your assignment is to remove the paper from the balloon.” Begin
“think-pair-share” collaborating how to remove the paper. Demonstrate how to “sit” on the
balloon to pop it. (This provides much excitement.) Say, “Once your balloon is popped, read
your paper from inside until all have share; read the word, give definition and use it in a
sentence. Please pick up the broken balloons. Now list things that breathe or need air, and record
on class chart. Finally, write/record observations and vocabulary in a Science journal.
Technology:
Discovery Education lessons include, “Breathing, Brain, Lungs and Heart.”
Sid the Science Kid (Pbs.org) Lesson includes, “Lung Investigation.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Feel the sides of your chest as you breathe in and out. Blow over the top of a paper.
Watch what happens. Let’s blow bubbles in the bath or kitchen sink with dish detergent.
More bubble fun in the next “exploration,”
as we explore the properties of air and matter!
Hot Air Balloon
Let’s have “high expectations and soaring interests in Science!
Science Exploration #10. Bubbles Away: To learn the nature of investigation and
exploration
SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving.
SC.K.N.1.5
Recognize that learning can come from careful observation.
Vocabulary: organize, predict, observe, liquid, blow, air, compare, mixture
Materials: straws, pipette, small bowl, construction paper, jars, bubble solution (water and
dish detergent), waxed paper, bags, food coloring (optional),
In Class:
Essential question: How can matter be changed? How does water change?
Read: Monster Bubbles, How to Make Monstrous Bubbles, Pop
Students will explore the wonderful world and magic of bubbles. They will create bubbles by
blowing and using straws and pipettes. Vocabulary will be introduced during the exploration.
Students will “think-pair-share” as they explore bubbles. First demonstrate how to use straws
and the small bowl filled with water to blow air into the water. Next with a pipette (cut off top so
student can blow air into it like a straw) insert pointed end of pipette into the bubble solution and
blow. Then place finger over the opening of the pipette, squeezing to get solution into the
pipette. Remove finger releasing bubble solution onto the waxed paper. With pipette move the
solution around on the wax paper. Add more solution by blowing bubbles on the surface. Try to
“stack” the bubbles attaching them to others. (Optional: You may add food coloring to the
solution to make beautiful bubbles.) Finally, write/record observations and vocabulary in a
Science journal. SAFETY REMINDER: Do not eat the bubble solution! Blow OUT only!
Technology: Discovery Education lessons include, “Bubbles.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Use pipette(s) and wax paper along with bubbles (may use dish detergent) to move
bubbles. Do NOT inhale or EAT bubbles, but “blow” air into the bubbles with pipette. You
can make bubbles grow tall and may add food coloring (optional) to change the bubbles. Have
fun experimenting!!
Science Exploration #11.
Mighty Penny: To learn surface tension
Essential question: What happens to water droplets as they get close together?
SC.K.N.1.5
Recognize that learning can come from careful observation.
Vocabulary: eye dropper, organize, predict, graph, record, communicate, surface tension
Materials: Eyedropper, penny, graph paper, pencil, cup for water, bags, sticky notes
In Class:
Essential question: How can matter be changed? How does water change?
Students will explore the use of tools and data. Vocabulary will be introduced during the
exploration. They will learn about surface tension. Demonstrate how using an eyedropper
filling it with water will be dropped on the surface of the penny. Ask for predictions of, “How
many water drops can be dropped on this penny without it spilling over the surface?” Record
estimate on a sticky note and transfer to a class graph. After the initial experiment, ask if
students want to change their prediction? Use the back of the sticky note to write the number.
Record on a class graph. Students will “think-pair-share” communicating their initial prediction
and how they changed their prediction. Invite two students to demonstrate counting the drops
placing them on the penny. Finally, students will write/record observations on surface tension
comprehension, and vocabulary in a Science journal.
Technology:
BEEP Lessons include, “Data, Graphing… Review Concrete Graphs.”
www.stevespanglerscience.com/lab/videos#?video=drops-on-a-penny
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Fill small cup with a little water, using eye dropper guess how many water drops will fit
on the penny. Say, “I predict that my penny will hold ___ drops of water. Write your guess on a
paper for the # of drops. Drop on the penny counting the drops until it spills over. Make another
guess. Try to get more drops on the penny. Turn it over and try it again. Try other money like
nickel or dime. Have fun making your guess or hypothesis!
Science Exploration #12.
Better Butter: To learn how molecules change from liquid
to solid
SC.K.N.1.5
Recognize that learning can come from careful observation.
Vocabulary: organize, predict, liquid, solid, matter, ingredients, measuring cups, container
Materials: Small baby food jar w/lid, whipping cream, salt, plastic knife, crackers, bags,
(food coloring optional) (Note: Provide substitute tasting samples for students with allergies.)
In Class:
Essential question: How can matter be changed? How is a liquid different from a solid?
Read: Let’s Make Butter
Students will explore matter. Vocabulary will be introduced during the exploration. Ask, “Could
you change this milk-like substance (whipping cream)? Use a measuring cup to pour cream into
a jar with a lid tightly affixed.(Optional: you may add food coloring to make it colorful). Ask
students to “think-pair-share, “How long it will take to change the liquid to a solid?” Record
estimates in their journal. Begin shaking using either a class jar (18 oz. peanut butter works well)
or their individual small jars. This usually takes 15-30 minutes for a class-size jar. You may wish
to do this in two teams with each student having at least 2-3 minutes* to shake. Use timer or
www.online-stopwatch.com. Use non-breakable jars for the class exploration (if using glass jars,
please do not let students pass the jar). When the butter forms have a tasting celebration! In
Science
journals
have
the
students
record
observations
and
vocabulary.
Be sure to note any food allergies, especially for students with dairy/lactose intolerance. You
may offer these students peanut butter (note allergies) or jam, or simply a plain cracker.
For additional exploration, make Ice Cream using ½ cream and ½ half & half, sugar and vanilla
to taste. You may use 2 Zip Lock bags (one contains the cream mixture, and the other rock salt
and ice). Place salt and ice in the outer bag, and drop in the liquid mixture “bag” inside it.
Secure very tightly. This is best to be done outside to prevent leakage. Squeeze and shake the
bags. Carefully remove the interior (ice cream) bag and wash it before opening to remove any
salt. Add a spoon and any toppings (sprinkles-syrup-fruit, etc.), or put in a cup or bowl.
Go www.Stevesplangler.com or Amazon.com for an ice cream ball. It’s awesome!
Technology: www.stevespanglerscience.com/lab/experiments/homemade-ice-cream-sickscience
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Special request…You will need to purchase heavy cream to put in the jar. Help your
child pour in the cream into the glass jar and carefully shake it so NOT to drop! You may add
food coloring to make it your child’s favorite color. Once the cream changes from a liquid to a
solid, you can spread it on crackers/bread. Refrigerate. Later in the year we will make ice cream
using the same shaking/rolling movement, adding sugar, and vanilla! Invite your child to share!
From liquid
to
solid.
Additional Exploration: Let’s Make Ice Cream
Science Exploration #13.
SC.K.N.1.5
Shoes for Math & Science: To learn about measurement
Recognize that learning can come from careful observation.
SC.K.N.1.3 Keep records as appropriate, i.e. pictorial records- of investigations conducted.
Vocabulary: predict, measure, record, ruler, estimate
Materials: Paper, shoes, scissors, ruler, crayons/markers, bags,
In Class:
Essential question: How do we measure length? What is important about using consistent units
of measure?
Read: The Elves and the Shoemaker
Students will explore measurement and estimation. Vocabulary will be introduced during the
exploration. Students will work in pairs to trace and measure their shoes. When paper shoes are
cut out students may decorate them. In Kindergarten, we do this on the 100th day of school.
Students estimate how many steps to the classroom door, office, and cafeteria recording their
estimate on a graph. We place paper shoes on the floor counting to the door. For outside, we
“step” count and the student with the closest estimation is celebrated. Finally, students will
write/record observations and vocabulary in a Science journal.
Technology:
BEEP Lessons include “Using Our Feet to Measure, Using Paper Clips to
Measure, I Can Measure.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Draw around your shoe on the paper. Find things that are smaller/bigger. Make
predictions. Measure things in your home: shoes, books, tables, windows, chairs, doors, etc.
Science Exploration #14.
Clothing: Color & Design: To learn patterning in the
environment/earth’s formations
SC.K.N.1.5 Recognize that learning can come from careful observation.
SC.K.P.9.1 Recognize that the shape of materials can be changed…
Vocabulary: predict, observe, transparent, tie dye, occupy, fabric, change, area
Materials: T-shirt* (may bring from home), rubber bands, tie-dye solution (follow package
directions), disposable gloves, bags
In Class:
Essential question: How do we change matter?
Read: Branbleberry Animal, Argyle
Students will explore matter through color. They will use many of their five senses in this
exploration. Vocabulary will be introduced during the exploration. Students will work in pairs to
tie dye an object (t-shirt or painter’s cap), After the students have affixed the rubber bands to the
material, this is best completed outside. While projects are drying, you may wish to take your
journaling outside. Research shows that students learn better when learning occasionally occurs
outside of the classroom setting. Finally, students will write/record observations and vocabulary
in a Science journal.
Students may wear their “masterpiece” perhaps at field day, field trips, or Bodacious Bags finale!
*Craft and hardware stores have fabric painter’s caps ($1 each) instead of t-shirts.
Technology: www.stevespanglerscience.com/lab/experiments/the-science-of-tie-dye
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Your child has a colorful shirt! Please wash separately! The DYE may color other clothes!!!
Science Exploration #15.
I Sense Popcorn!: To learn about the 5 senses
SC.K.L.14.1 Recognize the five senses and related body parts.
SC.K.N.1.5
Recognize that learning can come from careful observation.
Vocabulary: organize, predict, hard, soft, taste, touch, see, smell, hear, dissolve, popcorn
Materials: Macaroni, Smarties, unpopped popcorn, water, cups, popcorn (microwave or
popped), bags,
In Class:
Essential question: How is a solid different from a liquid? What happens when we add heat?
Read: Popcorn, the Popcorn Book
Students will explore how matter changes with water and heat. Vocabulary will be introduced
during the exploration. Teacher distributes three cups with ½ filled with water to each group.
Next macaroni, “Smarties” candies, and “unpopped” popcorn are given to each group. With
careful observation students may use their senses to feel the materials both before and after they
are placed in the water. There is an online timer for the computer with several options. Go to:
http://www.online-stopwatch.com. Next, drop the solid materials into individual cups. Students
will do a “think-pair-share” predicting which one will dissolve first. Start the timer and observe
which one dissolves first. “Why?” Further inquire, “What would happen if heat was added to the
water/material? You may have microwave popcorn or bags of popcorn available for a tasting
celebration! Finally, students will write/record observations and vocabulary in a Science journal.
Technology: Discovery Education lesson, “Properties of Matter.”
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Talk about how various textures feel; hard/soft. Heat changes matter. Enjoy the popcorn!
Science Exploration #16.
Can You Blow? (A Balloon in a Bottle): To learn about
vacuums and air pressure
SC.K.N.1.5
Recognize that learning can come from careful observation.
Vocabulary: Vocabulary: predict, observe, air, lungs, blow, vacuum, pressure, rim, vacuum
Materials: Balloons, empty two-liter, clean bottles (16 oz. empty water bottles), push pin, bags,
In Class:
Essential question: What is in the bottle?
Read: Bubbles
Students will explore again explore the use of air and their lungs. Vocabulary will be introduced
during the exploration. Teacher distributes a balloon and an empty bottle. Students are asked,
“What is in the bottle?” (air) With careful observation students may use their eyes to discern if
they predict that they CAN blow up a balloon inside the bottle by communicating in a “thinkpair-share.” Next, demonstrate how to affix the “flat” balloon inside the mouth of the bottle and
affixing it to the rim of the bottle without blowing it up. Finally, give students the opportunity to
blow the balloon. Students will turn red in the face trying to blow up the balloon. Have a
separate bottle prepared (with a tiny hole, pre-cut in the bottle. This can be done with a push pin
or thumb tack.) Invite a student to try one more time to blow up the balloon. Eureka! It works!
How? Tell students the magic trick, and let them carefully, under supervision, put a hole in their
bottle. Stand back, observe magic exploration at work! Students can then write/record
observations and vocabulary in a Science journal.
Technology: Discovery Education lesson, “Ping and Pong Learn About Air, Light, Heat.”
www.stevespanglerscience.com/lab/experiments/balloon-in-bottle
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Using a balloon blow it up. We blew a balloon in a bottle. (Needs: An empty clear bottle
to be brought to school in advance.)
Science Exploration #17.
Screaming Balloons! ¦Boo!: To learn how molecules
change in different
SC.K.N.1.5 Recognize that learning can come from careful observation.
Vocabulary: observe, listen, predict, hex nuts, penny, molecules, motion
Materials: Balloons, ¼” Hex Nuts, pennies, bags,
In Class:
Essential question: How do we use our senses? Can we hear “air”?
Students will explore how sounds travel. Vocabulary will be introduced during the exploration.
The teacher will review how we used balloons and air in previous explorations. The teacher will
inquire if the air in balloons makes any noise? Responses noted. Ask a student to model blowing
up a balloon, and securely tie it to keep the air inside. The teacher asks, “What’s inside?” (air)
Then asks: “Can you hear air? Raise the balloon up, twirling it in a circular motion holding the
base between your thumb and pointer finger. Ask again, “Did you hear anything? (no) Well, this
exploration is about “Screaming Balloons.” Can balloons “SCREAM?” Who screams? (Moms,
babies, and people scream to warn you.) Do you think that we can make a balloon SCREAM?
Add a “hex nut” and let one student model tying the end. Twirl and listen. Remove nut, add a
penny. Listen. SAFETY concern: PLEASE DO NOT POP THE BALLOON! Remove hex nut
so younger children will not swallow it! Let’s have a SCREAMING celebration! Students may
write/record observations and vocabulary in a Science journal.
Technology: www.stevespanglerscience.com/lab/experiments/screaming-balloon
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Take hex nut (penny) and drop into flat balloon. Ask an adult to help blow up and secure
balloon. Your child can then twirl the balloon and make sounds. BE CAREFUL as these items
are small. Do not leave around younger children! Please pop balloon throwing away hex nut.
SCREAMING!
“The most exciting phrase to hear in science, the one that heralds new discoveries,
is not “Eureka!” but, “That’s funny…” Isaac Asimov
Science Exploration #18.
Walk on Water…Fish actually run: To learn how energy
affects/ changes water
SC.K.N.1.5 Recognize that learning can come from careful observation.
SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving.
SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc.
Vocabulary: observe, predict, energy, change
Materials: Dishwashing detergent, cut out construction paper fish, cups (raisins, soda), bags
In Class:
Essential question: What happens when any object on Earth is held up in the air and let go?
Read: The Secret of Water
Students will explore how objects move. Vocabulary will be introduced during the exploration.
The teacher will fill water in clear cups and drop in paper fish. Next, add a drop of dishwashing
liquid. Observe fishes move. Finally, students will write/record observations and vocabulary in a
Science journal.
Additional exploration: Raisin Dance!
(Observe raisins dance! Use raisins dropping in clear, ginger ale or lemon-lime soda in cups.)
Technology: N/A
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Take a non-breakable cup filled with water. Add cutouts of fish on the surface of the
water. Next add a drop of dishwashing detergent. Observe. New exploration: Dancing Raisins.
Take raisins and drop into cup filled with soda. Observe what happens. (Needs: Clear soda/cup)
Science Exploration #19.
Volcano Reaction: To learn about chemical reactions and
earth changes
SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the
ground unless something holds them up
SC.K.N.1.5 Recognize that learning can come from careful observation.
SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc.
Vocabulary: organize, predict, observe, chemicals, vinegar, baking soda, rise
Materials: vinegar, baking powder, OR Coke, 2 liter, Mentos (roll)
In Class:
Essential question: What is gravity? What happens when any object on Earth is held up in the air
and let go?
Read: Volcano
Students will explore how objects move and how gravity has an impact on all objects.
Vocabulary will be introduced during the exploration. The teacher will fill water in clear cups
and drop in paper fish. Next, add a drop of dishwashing liquid. Observe fishes move. Finally,
students will write/record observations and vocabulary in a Science journal.
Additional exploration: Raisin Dance!
(Observe raisins dance! Use raisins dropping in clear, ginger ale or lemon-lime soda in cups.)
Technology:
BEEP lessons include, “Gravity, Make predictions about Gravity.”
www.stevespanglerscience.com/lab/experiments/original-mentos-diet-coke-geyser
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: We made volcanos erupt in an outside experiment (Needs: Googles for all experiment!
lst experiment: vinegar, baking powder; 2nd experiment:2-liter Coke and Mentos (in bag.)
lst experiment: Put baking soda in non-breakable cup. Add baking soda. Watch what happens.
2nd experiment: Set room temperature Coke on outside table, unscrew lid, then quickly open the
Mentos and let them ALL slide into the Coke. Watch it happens! You will get wet; wear a jacket.
IMPORTANT: Keep FACE away from the Coke opening. It erupts blowing Coke up in the air!
Science Exploration #20.
Rainbow Magic: To learn about changes in the property of
milk and mixing colors
SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc.
Vocabulary: predict, observe, artificial food coloring, mix, toothpick
Materials: Milk, multi-bottles food coloring, toothpicks, prisms, cups, bags,
In Class:
Essential question: What is surface tension? How do we see colors?
Read: A Rainbow of My Own
Students will explore how objects move and review surface tension. Vocabulary will be
introduced during the exploration. The teacher will fill a plate with milk and drop food coloring
on the surface of the milk. Ask, “What is holding the food coloring on top of the milk?”
Carefully using toothpick slowly swirl colors in the cup. Observe the colors move. Give students
prisms. Inform students that these are very precious. Care should be taken for this science tool.
Tell students that light passes through prisms. Prisms break light into colors. Finally, students
will write/record observations and vocabulary in a Science journal.
Technology: www.stevespanglerscience.com/lab/experiments/milk-color-explosion
Science at Home: What’s in the bag?
Please have your child explain the contents
of the bag and the science exploration we did in class. Your child can show you how we did the
exploration. Talk about the vocabulary words and write several of them to remember for future
science adventures!
To do: Needs: ½ c. milk, plate, food coloring, and toothpick. Pour milk onto plate/saucer adding
coloring. Use toothpicks to mix the colors to make new colors. Explore colors with prisms!
Technology: BEEP lessons include, “Light Helps Us See Things.”
Please note: This is the last session for our Bodacious Bags Science Grant.
We will continue learning about Science with our Kindergarten Curriculum.
Thank you for your involvement and support!
(Your Teacher)
Evaluation and Student Assessment
Bodacious Bags Science Interest Survey
Kindergarten is focused on three key instructional objectives as follows:
Scientific Inquiry, Matter-Energy, and Force-Motion.
Name: ____________________________________ Pre-Assessment Date: __________ Score ____%
Please circle answers:
1. What do you know about the Science (process)?
1 (Little) 2 (Some) 3 (Much)
2. What do you know about Technology and Computers?
1 (Little) 2 (Some) 3 (Much)
3. What do you know about (Scientific Inquiry)?
1 (Little) 2 (Some) 3 (Much)
4. What do you know about Matter-Energy?
1 (Little) 2 (Some) 3 (Much)
5. What do you know about Force-Motion?
1 (Little) 2 (Some) 3 (Much)
6. Do you like to read about Science?
1 (Little) 2 (Some) 3 (Much)
7. Do you like to write (learn new words) about Science? 1 (Little) 2 (Some) 3 (Much)
8. Do you like to do Science explorations or experiments? 1 (Little) 2 (Some) 3 (Much)
*******
Post-Assessment Date: _______ Score ____%
1. What do you know about the Science (process)?
1 (Little) 2 (Some) 3 (Much)
2. What do you know about Technology and Computers?
1 (Little) 2 (Some) 3 (Much)
3. What do you know about (Scientific Inquiry)?
1 (Little) 2 (Some) 3 (Much)
4. What do you know about Matter-Energy?
1 (Little) 2 (Some) 3 (Much)
5. What do you know about Force-Motion?
1 (Little) 2 (Some) 3 (Much)
6. Do you like to read about Science?
1 (Little) 2 (Some) 3 (Much)
7. Do you like to write (learn new words) about Science? 1 (Little) 2 (Some) 3 (Much)
8. Do you like to do Science explorations or experiments? 1 (Little) 2 (Some) 3 (Much)
Comments:
Resource
List
(A-Z)
Vendors:
1. Amazon: Class books, magnet, pipette, eyedropper, prisms
2. Craft Store: Tie dye, t-shirts (may use painter’s hats $1),
3. Dollar Store: Zip lock bags, plastic forks/spoons, cotton balls, emery boards, comb, marbles,
balloons, straws, small disposable bowls/cups, bubbles, balloons, toothpicks,
4. Grocery Store: Food items
5. Home Depot: Sandpaper, nail, Hex-nuts, disposable gloves,
6. Office Depot: Folders, paper,
7. Scholastic: Student books, Book clubs are by grade level from PK-6th grade. Science reader
sets and science-focused books were purchased. However, you may wish to purchase a Weekly
Reader, Science Spin in lieu of student books)
8. WalMart: Food items, cotton swabs, wax paper, dishwashing detergent, Smarties, Mentos
Free Resources:
Outdoors: Rocks, twigs,
Parents: Egg cartons, baby food jars, t-shirts, empty 2-litre bottles,
Restaurants: Corks from bottles, small plastic containers w/lids,
School: Possibly you can obtain the following from your custodian, art teacher, or other staff.
Poster board, corrugated paper, pencils, paper, paint, construction paper, eraser, paper clips,
scissors, rubber bands, pencils, block cubes (Pre-K & K),
Field Trips: (Note: SEAS district monies may be available.
Check with your school.)
A culminating event could be a visit to a Science Museum to increase student achievement.
Museum of Discovery & Science:
South Florida Science Museum:
Miami Science Museum:
www.mods.org
www.sfsciencecenter.org
www.miamisci.org
“The important thing is not to stop questioning.” …Albert Einstein
Audio/Visuals
Technology
1. B.E.E.P.* Log in at Teacher Portal. Go to Learning Village. Look for grade appropriate
materials.
Beep.browardschools.com
2. Discovery Education (United Streaming). Log into B.E.E.P. Click on Discovery
Education.
Use Interactive Glossary with age-appropriate videos, animation, definition, and images.
http://app.discoveryeducation.com/glossary
Additional resources are specified by grade level and subject matter. Search for the topic.
3. Online Textbooks. Log into B.E.E.P. Locate grade appropriate materials.
4. Online Glossary. www.Eharcourtschool.com
5. PBS Kids: Sid the Science Kid
* Note: BEEP Lessons included in the “Explorations” are focused on the Kindergarten level.
You can access your grade level Instruction Focus Calendar for the appropriate-level resources.
“Good teaching is forever being on the cutting edge of a child’s competence.”
… Jerome Bruner
Supplemental Materials
Suppliers/Prices
Session-Experiment
Materials (18 students)
Bodacious Bags
1.Reach Out & Touch
2. What Do You Hear?
3. What’s the smell?
4. Tasting Time
(Ziplock bags for 20 experiments X 18 students) 360 bags
Forks, rock, cotton, sandpaper, poster board, corrugated paper (2X2”)
2 emery boards, pencils, comb, spoon wax paper
4 film containers, cotton onion & lemon juice, mint, perfume
Cookie, sugar cube, lemon, dill pickle, pretzel, chips, unsweet
chocolate, grapefruit rind
Cotton swabs, spoon ½ egg carton, paint: red, blue, yellow
2 packages construction paper for shapes, multi
1 magnet, 1 eraser, 1 cotton ball, 1 box jumbo paper clips, 1 iron nail,
1 piece of wood (block)
Marble, spoon, twig, paper clip, penny, stone, cork, pencil
Balloons
40 straws, pipette, wax paper, small bowl, construction paper, jars,
bubble solution (individual bottles/dishwashing soap)
Eyedropper, penny, dishwashing liquid, graph paper, pencil
Butter: Small baby food jar w/lid, whipping cream;
Ice Cream: Half & half, sugar, vanilla, rock salt, topping, bowls, spoons
Paper shoes, scissors
T-shirt, rubber bands, tie-dye kit, disposable gloves
Macaroni, Smarties, “unpopped” popcorn, cups
Balloons, empty two-liter bottles
Balloons (see#16), Hex Nuts, pennies
Dishwashing soap (see #10), cut out construction paper fish
(Optional: l can ginger ale, small box raisins)
Vinegar, baking powder OR Coke, 2-liter, Mentos (roll)
Milk, multi-bottles food coloring, toothpicks, cups, prisms ($36)
3-prong folders
5. See Color’s Change
6. Shape Up-Patterns
7. Attract Me, Attract Me
Not: Magnets
8. Floaters/Sinkers
9. Air, Air Everywhere
10. Bubbles Away
11. Mighty Penny
12. Better Butter
13. Shoes: Science & Math
14. Clothing: Color & Design
15. I Sense Popcorn
16. Can You Blow?
17. Screaming Balloons! Eek…Boo
18. Walk on Water…Fishes run!
19. Volcano Reaction
20. Rainbow Magic
Science Journals—
(School/Home)
Paper, Copy & Vocab cards
Student Book/Science Magazines
Classroom Books*
Total projected costs:
Approx.
Costs
27
28
16
19
19
Ream paper, index cards (4 packages)
5bks(1/month) @ $1 X 5 months (18 students); OR magazines $5/mt
Science tradebooks focused on concepts (Borrow from Media Center)
*Unused funds used to help with transportation costs to Science Museum for a culminating event.
My grant needs are…
14
10
27
9
2
13
26
24
0
54
10
2
2
0
2
40
10
9
90
47
500
Bibliography
Berger, Melvin. Your Five Senses. Scholastic, 2013.
Boothroyd, Jennifer. What Floats? What Sinks? Lerner Publications, 2011.
Bradley, Kimberly. POP! A Book About Bubbles. Harper Collins Publishers, 2001.
Bradley, Kimberly. Energy Makes Things Happen. Harper Collins Publishers, 2003.
Bradley, Kimberly.Forces Make Things Move. Harper Collins Publishers, 2005.
Branley, Franklyn. What Makes A Magnet. Harper Collins Publishers, 1996.
Brisson, Pat. Wanda’s Roses. Boyds Mill Press, 1994.
Calhoun, Mary. Hot Air Henry. Mulberry, 1986.
Christian, Eleanor. Let’s Make Butter. Capstone, 2000.
Curry, Don. What Is Matter? Children’s Press, 2004.
DiPrima, Daniel. The Extra Nose. Zino Press, 1994.
Emoto, Masaru. The Secret of Water. Atria, 2006.
Formento, Alison. These Bees Count (Listen). Albert Whitman, 2012.
Frantz, Jennifer. What’s That Smell. Harper, Collins Publisher, 2010.
Freeman, Don. A Rainbow of My Own. Puffin Books, 1978.
Garrett, Ginger. Solids, Liquids and Gases. Scholastic, 2004.
Gianopoulos, Andrea. Magnetism. Capstone Press, 2008.
Goldin, Barbara. Cakes and Miracles (Blindness). Marshall Cavendish Corporation, 2010.
Goodman, Joan. Bernard’s Bath. Boyds Mill Press, 1996.
Grimm, Jacob. The Elves and the Shoemaker. Barefoot Books, 1998.
Hoban, Lillian. Bread and Jam for Frances. Harper & Row, 1964.
Houghton, Mifflin, Harcourt. Florida Science Fusion. Houghton, Mifflin, Harcourt, 2013.
Kekewich, Deborah. The Mystery of Magnets. Celebration Press, 2005.
Kroll, Virginia. Naomi Knows It’s Springtime. Caroline House, 1993.
Landau, Elaine. Popcorn. Charlesbridge Publisher, 2003.
Lehn, Barbara. What is a Scientist. Milbrook Press, 1998.
Martin, Bill. Brown Bear, Brown Bear. Henry Holt and Company, 1983.
Mayer, Marianna & McDermott, Gerald. Brambleberry’s Animal Book of Colors. Bells Books, 1997.
Meister, Cari. I’m Not Afraid of the Dark. Harper, Collins Publisher, 2011.
Murphy, Patricia. Push and Pull. Children’s Press, 2002.
Nolan, Dennis. Monster Bubbles. Prentice Hall, 1996.
Pluckrose, Henry. Math Counts Pattern. Children’s Press, 1995.
Robinson, Tom. The Everything Kids’ Science Experiments Book. Adams Media, 2001.
Rosinsky, Natalie. Magnets: Pulling Together, Pushing Apart. Picture Window Books, 2003.
Schreiber, Anne. National Geographic Kids: Volcanoes. National Geographic, 2008.
Splangler, Steve. Naked Eggs and Flying Potatoes. Greenleaf Book Press, 2010.
Stein, David. Big Bubbles. Klutz, 2005.
Trumbauer, Lisa. What is Gravity, Children’s Press, 2004.
Wallace, Barbara. Argyle. Boyds Mill Press, 1987.
Additional Resources:
(“Explorations” reference various websites)
Workshop/Conferences include: STEM, NAEYC, Science Dept. (Broward County Public Schools)
Student Work Samples
Bodacious Bags is a “must-do” Science activity for our young, Kindergarten scientists. This
STEM-related grant will allow your class to learn about the science concepts presented in the
curriculum with “hands-on” Science bag experiments to extend learning. Each student will
receive a special, individual, “zip-lock” bags with the supplies (with the exception of liquids in
the student’s at-home bag) to conduct the experiment both at school and at home!
In essence, “Science can be fun for everyone” as we explore the wonderful world of learning!
There are very few work samples except their Science Journals which contain weekly
vocabulary, observations, and written responses to the exploration. In addition, class “data”
charts were used for several of the “Explorations.” Samples are included in the “Sample
Worksheets,” section.
The work sample complexity will be dependent on the grade and achievement level. For some it
will be a basic drawing perhaps with labels. Older and more proficient students may draw, label,
and provide detailed information about predictions, hypothesis, and outcome of the exploration.
A rubric can be designed to fit your student’s needs.
Hands-on
“Science Exploration”
Is…
Where students can think and discover their world!
**********
“Imagination is more important than knowledge. Knowledge is limited.
Imagination encircles the world.”…Albert Einstein
Bodacious Bags Science and Literacy Rubric
Class
Participation
Writing
Home-School
Exploration
Bags
1
2
Student shows
involvement; is
focused, asks
questions, and
observes/participates
in Science
exploration
Student
participates;
demonstrates
effort in
answering and
asking questions
in Science
exploration.
Student gives
meaning of four
introduced Science
vocabulary words,
as recorded in the
Science journal.
Student gives
the meaning of
three introduced
Science
vocabulary
words, as
recorded in the
Science journal.
Student drew, wrote, Student
labeled, and shared
drew/wrote and
their findings. They labeled their
returned the takeresponse and
home bag.
returned the
take-home bag.
3
Student makes
few attempts to
become
involved, even
with teacher
support.
Infrequently
asks or answers
questions in
Science
exploration.
Student gives
the meaning of
two introduced
Science
vocabulary
words, as
recorded in the
Science journal.
Student
minimally
drew/wrote their
response and
returned the
take-home bag.
4
Student makes
no attempt to
participate in
Science
exploration. Is
inattentive with
redirection.
Student gives
the meaning of
one introduced
Science
vocabulary
words, as
recorded in the
Science journal.
Student did not
draw/write their
response and did
not return the
take-home bag.
Reflections
This grant will make a significant difference in extending student learning in Science integrating
both rich fiction and non-fiction literacy, and math. In addition, I continually observed:






Teachers, parents, and students working in collaboration
Teachers, parents, and students discovering together
Exploration of science in the student’s everyday world
Reading numerous books and Science-focused magazines
Developing an at-home library, for future reference
Numerous hands-on science activities developing an effective home-school connection
Perhaps the seeds we plant today,
will enable our students to grow into future scientists!
Disclaimer:
Any exploration that involves food will alert both teacher and parent to possible food allergies.
Further, any exploration that could affect the eyes, will include safety googles to protect the eyes.
These may be obtained through the Science department or coach at the school. It is anticipated
that no corrosive elements will be used that require further protection.