- - - - - - - - - - -
The Water Cycle
Karen Inkrot and Emily Zimmerman
4 th grade
Dinosaur Dig
Sarah Kunkel and Katie Neenan
Grades 1 - 3
The Planets page 10
Adam Caughhorn, Mary Felton, Melinda Michael
3 rd Grade
Create Your Own Fossils page 14
Create Your Own Fossils! - Natalie Gabel, Brianna McCormick, & Hannah Feder
Grades 3-5
Soil Composition
Kelley Fox, Stephanie Bales, and Courtney Dunford
3 rd Grade
The Earth Bowl
Beth Doenges, Stephanie Mott, and Elena Konstantin
Grade 3-5
The Water Cycle
Erika Eisenhardt, Leah Feingold, and Janice Matlon
Grade 4 th page 18 page 21 page 24
Life Cycle of a Star
Katie Huber and Bonnie King
Grade 8
Rock cycle
– Yummy Gummy Rocks
Natalie Berra, Ashley Joern, and Carey Peters
Grade 6 page 3 page 7 page 28 page 32
- - - - - - - - - - -
2

By: Karen Inkrot & Emily Zimmerman
Objective: To teach a group of fourth grade students about the water cycle. Help them understand that water comes in many forms and is constantly changing. Teach them about the various changes the water goes through in the water cycle, such as evaporation, condensation, and precipitation.

Ohio Content Standard Benchmark D, Indicator 3: “Investigate how water changes from one state to another (e.g., freezing, melting, condensation and evaporation).”

Ohio Content Standard Benchmark D, Indicator 2: “Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail).”
We will use a variety of ways to help teach the students about the water cycle in a fun and intriguing way.
1.
We will first start off asking the students various questions that relate to the water cycle. a.
Why does it rain? (precipitation) b.
Why does a puddle disappear? (evaporation) c.
Why does your cold drink sometimes appear to sweat? (condensation)
2.
After the students answer these questions we will then explain that these experiences all occur because of the water cycle, and that the water cycle is constantly going on and never stops.
3.
After we introduce the water cycle to the students we will then present our slide show.
We will talk about the four basic steps to the water cycle: evaporation, condensation, precipitation, and collection. While doing this we will also talk about the various lakes and rivers in Ohio that collect water for the water cycle.
4.
Then we will do our first activity with the students in groups of 2-3. This will help them learn about evaporation. While they do this they will be filling out an activity log in the packet.
5.
After they finish the activity we will ask them what they saw and explain how this relates to evaporation. We will have them look at the packet and the handout on evaporation
6.
Next we will do our second activity which will help teach the students about condensation, precipitation, and collection. Once again they will do this activity in their small groups. While they do this they will be filling out an activity log in the packet.
7.
Once they finish the activity we will discuss the parts of the water cycle that this activity dealt with. We will go over the various pages in the pack that deal with condensation, evaporation, and collection.
8.
We will review the steps of the water cycle and how it is a continuous process. We will use a picture of the water cycle and its steps that is in the handout.
9.
We will evaluate the students in an informal way.
3

a.
First the students will get into groups of 2-3. Then the challenge for the students will be to think of a way to act out each step of the water cycle. Then we will have each group present their skit. b.
Finally we will have the students write down an example of the water cycle that occurs in their house, and explain each step and how it relates.
10.
After the students have completed their writing prompt we will wrap up the lesson by talking about how the water cycle is constantly moving and is important to our lives.
Without water we would not be able to live, so it is important to conserve water and keep the water clean.
4

By: Karen Inkrot & Emily Zimmerman

This activity is appropriate for students is grade four. It meets several Ohio
Academic Content Standards. o Benchmark D: “Analyze weather and changes that occur over a period of time.”
 Indicator 2: “Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail).”

This is represented in our lesson by talking about how in each part of the water cycle, there is always water, it just changes form. We discuss how clouds are formed from water condensing and the various types of precipitation.
 Indicator 3: “Investigate how water changes from one state to another (e.g., freezing, melting, condensation and evaporation).”

This is represented in our lesson by having the students do am activity that clearly shows each step of the water cycle. The students are investigating on their own to see the various changes the water goes through in the cycle.
They watch water evaporate, condense, precipitate, and collect.

The Classroom Activities o Materials needed:

Clear Plastic Cup

Water

Ice Cubes

Roll Paper Towels
 Wet Paper Towels in a Plastic Bag o Procedure:
 Activity 1: Evaporation.
1.
Give each student a wet paper towel.
2.
Have the students go to the chalk board and wipe a section of the board with the wet paper towel.
3.
Observe what happens to the area you wiped.
4.
What step of the water cycle is best represented by the experiment?
 Activity 2: Condensation, Precipitation, Collection.
1.
Have each student get into groups of two or three.
2.
Give each group a clear plastic cup and a paper towel.
5

3.
Place the paper towel under the plastic cup.
4.
Fill the cups about halfway with water.
5.
Observe the outside of the cup and the paper towel. Talk with your group members about what they looks like.
6.
Add ice cubes to the cup till the cup is almost full.
7.
Continue to observe the cup and paper towel. Watch what happens over time. Discuss with your other group members what is happening and what stages of the water cycle are represented.

Activity 3: Assessment
1.
In their groups have the students act out the various stages of the water cycle. This will help them expand their thinking and show the knowledge that they have gained.
2.
Have the students write down an example that shows the steps of the water cycle in their house.

References:

(2004). United States Environmental Protection Agency. Retrieved April
15, 2009, from Thirstin's Wacky Water Adventure Web site: http://www.epa.gov/safewater/kids/pdfs/activity_grades_k-
3_activitybook.pdf
 (2007).
. New York,
New York: Macmillan/McGraw-Hill.

(2007).
.
New York, New York: Macmillan/McGraw-Hill.

(2007).
. New
York, New York: Macmillan/McGraw-Hill.
 Kyle, W, Rubinstein, J., & Vega, C. (2000).
. Columbus,
Ohio: McGraw-Hill.

Kyle, W, Rubinstein, J., & Vega, C. (2000).
. Columbus, Ohio: McGraw-Hill.

Ohio Department of Education. (2004).
. Columbus, Ohio: Center for Curriculum and Assessment.

Additional Useful Resources for Additional Information:
 http://www.kidzone.ws/water/
 http://www.epa.gov/ogwdw/kids/kids_k-3.html
 http://teacher.scholastic.com/activities/studyjams/water_cycle/
 http://www.enchantedlearning.com/rt/weather/watercycle.shtml
 http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
 http://www.sciencenetlinks.com/Esheet.cfm?DocID=174
 http://www.proteacher.com/110056.shtml
6

Dinosaur Dig Lesson Plan
Sarah Kunkel, Katie Neenan
Grade Level: Grades 1 through 3
Description: The lesson will begin with an introduction to dinosaurs. Students will be made aware of a few dinosaurs and their characteristics, the era dinosaurs lived, the idea of extinction and dinosaur fossils. The students will then complete the activity to reinforce the idea of dinosaur bones and fossils being found in today’s sedimentary rock. After the activity the students will complete a review sheet to strengthen their idea of dinosaurs. The goal of this lesson is to have students gain a better understanding of dinosaurs and the fossils they have left behind.
Materials:
Plastic cups or bowls
Cheerios cereal
M&M’s
Cinnamon red hot candies
Miniature marshmallows
Chocolate chips
[Materials can be varied depending on the preference of the teacher]
Lesson:
Introduce the subject of dinosaurs to the students using a PowerPoint presentation. It is important for the students to grasp these new ideas, so the instructor should slowly present the information.
Be sure to ask if there are any questions following and or during the presentation.
Teacher Preparation:
Open and spread out supplies. Determine how many cups you will need, so that the class will be divided into groups of three. Decide which food material is going to be the dinosaur fossils. In our case it is the cinnamon red hot candies. After you decide this, plan on putting two or three of these candies in each cup. Then fill the cup one third of the way with the rest of the food materials, except the cheerios. [M&M’s, miniature marshmallows, chocolate chips and a few cinnamon red hot candies]. The cheerios will be put into the cups next filling the cup almost to the top.
Activity:
Students should be in groups of three so they can work through the task together. Each group of students should receive a plastic cup containing the various materials listed above. Students will be instructed to “find the dinosaur fossils” in the cup. Students will have the freedom to explore without step by step instruction. They can complete this activity in any manner they want, within reason. What the students do not know is that the cinnamon red hot candies are the only real
“dinosaur fossils”, because we are leaving it up to them to decide which are the fossils. After five to ten minutes of investigation, the teacher will bring back the attention of the class. He or she will ask what conclusions they came up with and how many dinosaur fossils they believe were found underneath their surface. Once the students have shared ideas, the teacher will explain that
7

the only real dinosaur fossils are the cinnamon red hot candies. This idea is intended to show the students how rare dinosaur bones can be and how paleontologist must search years to find them.
Review of the Lesson:
In order to reinforce the ideas presented in this lesson students will be asked to complete a review worksheet. The worksheet will contain questions from the PowerPoint as well as the activity. After the students are given five to ten minutes to complete the worksheet, the teacher will review the answers by calling on students.
Ohio Academic Content Standards:
Grade one: Scientific Inquiry:
Work in a small group to complete an investigation and then share findings with others.
Grade One: Scientific Inquiry:
Create individual conclusions about group findings
Grade Two: Life Sciences:
Compare similarities and differences among individuals of the same kind of plants and animals, including people.
Grade Three: Life Sciences:
Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time.
Grade Three: Scientific Inquiry:
Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations).
Grade Three: Scientific Ways of Knowing:
Indentify various careers in science
Resources: http://www.enchantedlearning.com/subjects/dinosaurs/ www.kidsdinos.com http://www.teach-nology.com/teachers/lesson_plans/science/archaeology/dinosaurs/ http://dsc.discovery.com/dinosaurs/ http://teacher.scholastic.com/activities/dinosaurs/ www.dinosaurmovie.com
8

Presentation by Sarah Kunkel and Katie Neenan
1. Name one characteristic of a triceratops.
2. Where are the fossils most commonly found for a Tyrannosaurs Rex?
3. Which dinosaur has large plate spikes on its back and tail?
4. What are the three periods that make up the Mesozoic Era?
5. What is the process in which groups of organisms or species die out?
6. What is paleontology?
Activity Follow Up
1. What did you learn from the dinosaur fossil dig?
9

The Planets
Adam Caughhorn, Mary Felton, Melinda Michael
Grade Level: 3 rd
Grade
Subject: Science: Planets
Duration: 20-25 min.
Description: This lesson, introduces young students to the solar system and to be able to identify the characteristics of different planets. The students will first learn the characteristics of the planets through a visual power point giving them a visual of each planet. Next, we will introduce a song that provides a catchy way for the students to remember the order of the planets. Then, we will continue our power point presentation and end with our activity. Through our activity the students get hands on model of planet order and visual characteristics of the planets. After our activity we will review the order of the planets with a quick memory game to guarantee they understand. Finally, if time is available we will conclude our presentation with a video on the order of the planets.
Goals: For students to understand and to be able to identify the order and characteristics of the planets.
Materials:
*Depending on class size ingredients will vary.
Paper Plates
String/Yarn
Crayons
Scissors
Worksheet of Planets
10

Pictures of Planets
Vocabulary: planet, solar system, planet names, diameter, temperature, moon
Teacher Preparation: Gather Materials, have plates already assembled with holes punched and yarn attached, have copies of planet worksheet and photos of planets, have board drawn with number order.
Procedure (description of activity included):
1.
Begin power point with explanation of topic.
2.
Teach the planet song to the class.
3.
Finish power point, with description of planets.
4.
Move into activity: a.
Pass out paper plates, scissors, yarn, crayons and planet worksheet to students b.
Have students begin coloring on the planet worksheet, representing the planet characteristics. (These represent the eight planets) c.
After they finish coloring have them cut out each planet and attach to yarn on paper plate in order from closest to the sun to furthest from the sun. (This represents the order of the planets) d.
Have them visualize their final product to grasp the concept of planet order.
5.
Memory activity with class to review the lesson. a.
Hold up picture of planet with name b.
Call on students to tell what number planet is from the sun
Academic Content Standard:
Grade 3: Earth and space sciences
Benchmark A2: Explain the Earth is one of several planets to orbit the sun, and that the moon orbit’s the Earth.
Through our activity and lesson we demonstrate the characteristics and order in which the planets are in the solar system. This follows Benchmark A2 because students receive both a visual and a hands-on activity of planet order and their characteristics. This allows different types of learners to grasp an understanding of the solar system. Providing an effective demonstration of the planets.
11

References:
"Mars's fun facts." Oracle ThinkQuest Library. 16 Apr. 2009
<http://library.thinkquest.org/C003715/planets/Mars/funfacts.html>.
"Neptune Facts." Kid's Cosmos-Science Resources for Teachers and Students. 16 Apr. 2009
<http://www.kidscosmos.org/kid-stuff/neptune-facts.html>.
"Planets - Zoom Astronomy." ENCHANTED LEARNING HOME PAGE. 16 Apr. 2009
<http://www.enchantedlearning.com/subjects/astronomy/planets/>.
"Saturn." The Nine Planets Solar System Tour. 16 Apr. 2009
<http://www.nineplanets.org/saturn.html>.
"The Planet Uranus." National Weather Service - Central Region Headquarters Home Page. 16
Apr. 2009 <http://www.crh.noaa.gov/fsd/astro/uranus.php>.
12

The Planet Worksheet
Mercury is a _______________ color.
One year on Venus is equal to _____ Earth days.
Earth has ________ moon(s). Mars is the god of __________.
Jupiter is ______________ than all the other planets put together.
Saturn has ______________ rings.
Uranus spins on a ____________ degree axis.
Neptune is well known for the “Great __________ Spot.”
13

Activity: Create Your Own Fossils!
Lesson Plan
Natalie Gabel, Brianna McCormick, and Hannah Feder
Planning: Grades 3-5
Goals and objectives: To teach students how fossils are formed, the appearance of fossils, and where different types of fossils can be found. Students will learn this information though a power point presentation, as well as a hands-on activity.
State Standards:
BENCHMARK C: Compare changes in an organism’s ecosystem/habitat that affect its survival.
Grade Three: Life Sciences: Diversity and Interdependence of Life
5. Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time.
Grade Four: Life Sciences: Diversity and Interdependence of Life
4. Observe and explore that fossils provide evidence about plants that lived long ago and the nature of the environment at that time.
Our activity meets these standards because through our lesson and activity we will teach the students about fossils. The third grade standard specifically wants students to explore the idea
14

that animals existed long before our time. Our PowerPoint will help provide the students with images of different types of animal fossils that are found in Ohio. By showing how fossils take time to develop, it will help to show the students that the process of forming fossils takes a long time. The fourth grade standard specifically focuses on fossils formed by plants. Our activity especially focuses on plants because we will use plants to recreate fossils in the clay. Students will also learn about the different types of plant fossils in Ohio through our PowerPoint as well.
Tie in to academic subjects: This presentation will pertain to academic subjects such as
Geology, and Geography. Geology because the lesson pertains to rocks and fossils, and geography because we will be discussing where these different types of fossils are found.
Resources:
Common Fossils of Caesar Creek Lake. Waynesville, Ohio: Caesar Creek Lake Ranger Station,
US Army
Corps of Engineers Louisville District, n.d.
Material:
White glue
Modeling clay
Tree limbs or plants
15

Procedure:
1.
Students collect 2-3 objects like tree limbs and plants outside of the classroom. (Make sure objects are smaller than the palm of the students hand.)
2.
Place one of the selected objects on a flat surface like a table top. Press the clay into the object. The impression should not be too deep (the deeper the impression, the longer it will take for the glue to dry).
3.
Slowly and carefully pull the object out of the clay. Try not to have the clay stretch or smear when you remove the object. The impression of the object in the clay forms a
“mold” of the object even if the object is gone.
4.
Next, take white glue and fill in the mold. In a real fossil when animals rot beneath the soil, the space they filled can be filled with minerals from groundwater. The glue is like those minerals.
5.
Let the glue dry. The time it takes to dry depends on the depth of the impression.
6.
When the glue has dried, peel back the glue shape from the clay. The glue shape is a
“cast” of the object. Many fossils are preserved as casts and molds. Sometimes there is excess glue around the “fossil.” Cut away the excess glue with your fingers or scissors.
Many natural fossils have excess material around them and have to be cleaned to see the original fossils.
Evaluation/Reflection:
Did the students follow directions carefully?
Was the activity geared for the level of the students?
Was the activity entertainging for the students, but still educational?
What were the problems that both you and the students encountered?
Extension/Variation:
Encourage the students to experiment with their own ideas.
Allow students to pick their own plant/tree limbs
16

1.) Students collect 2-3 objects like tree limbs and plants outside of the classroom.
2.) Place one of the selected objects on a flat surface like a table top. Press the clay into the object. The impression should not be too deep (the deeper the impression, the longer it will take for the glue to dry).
3.) Slowly and carefully pull the object out of the clay. Try not to have the clay stretch or smear when you remove the object. The impression of the object in the clay forms a
“mold” of the object even if the object is gone.
4.) Next, take white glue and fill in the mold. In a real fossil when animals rot beneath the soil, the space they filled can be filled with minerals from groundwater. The glue is like those minerals.
5.) Let the glue dry. The time it takes to dry depends on the depth of the impression.
6.) When the glue has dried, peel back the glue shape from the clay. The glue shape is a
“cast” of the object. Many fossils are preserved as casts and molds. Sometimes there is excess glue around the “fossil.” Cut away the excess glue with your fingers or scissors.
Many natural fossils have excess material around them and have to be cleaned to see the original fossils.
17

Soil Composition - Kelley Fox, Stephanie Bales, Courtney Dunford
2. Grade level appropriate for:
3 rd
Grade
3. Detailed description of activity/LESSON PLAN; including a list of materials needed for
Exercise.
Materials Needed:
Pudding
Oreo
Gummy Worms
Sourpatch Straws
Activity:
First, we give the class the pudding cup and that is like the foundation of the soil. Then, we give them the oreos, gummy worms, and sourpatch straws. Then, we write one component of the soil on the board and the class has to add the material they believe represents that component. Then we go on to the rest of the components.
4. Ohio Science Academic Content Standards: Observe and describe the composition of soil
(e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals).
How does the activity meet these and which ones: The activity allows the students to see what makes up the composition of soil. The visualization allows them to remember the information about the composition of soil better. The oreos represent the small pieces of rock.
The gummy worms represent the decomposed pieces of plants and animals. The sourpatch straws represent the products of plants and animals.
5. References – cited in full:
http://library.thinkquest.org/J003195F/soil1.htm esa21.kennesaw.edu/activities/ soil / soilcomposition .pdf
http://www.publicbookshelf.com/public_html/The_Household_Cyclopedia_of_General_Informa tion/compositio_g.html
18

Science Lesson Plan
Grade 3
Composition of Soil
Stephanie Bales, Kelley Fox, Courtney Dunford
Earth and Space Science
Ohio Standard Connection: Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals).
Lesson Summary: During this lesson, students will learn the composition of soil. Not only will it help them learn about the composition, but it will help with reading skills through the words printed on the board and connect it with real life situations. Through this activity, students will be able to visualize exactly what soil is made up of. This lesson was created by our group.
Through a series of steps, the students will learn about each different component of soil.
Estimated Duration: 20 minutes
Commentary: Soil generally has a lot of different components mixed within it, but we picked the primary components that are always found in soil. These are the basics that can always be physically seen.
At the third grade level, learning the basics of soil will help to further the knowledge of more advanced ideas of soil in later grades.
Pre-Assessment: Participants will work together in small groups to make their own cup of soil.
Post-Assessment: At the end of the lesson, we will relate the information about soil back to the cup that they created and real life soil.
Scoring Guidelines: N/A
Instructional Procedures: First, we give the class the pudding cup and that is like the foundation of the soil. Then, we give them the oreos, gummy worms, and sourpatch straws. Then, we write one component of the soil on the board and the class has to add the material they believe represents that component. Then we go on to the rest of the components.
1.Small pieces of rock
Objective: For the students to understand the physical structures in the soil and to realize that there are actual rocks mixed in.
Procedure: Mix the oreo pieces into the pudding.
The result is that the students can see the foundation of the soil and the small pieces of rock mixed together.
2. Decomposed pieces of plants and animals
Objective: For the students to see that there are living organisms in the composition of soil. The worms represent the decomposers in the soil.
Procedure: Mix the gummy worms into the pudding.
19

The result is that the soil now contains not only small pieces of rock but also decomposed pieces of plants and animals as well.
3.Products of plants and animals
Objective: For the students to see that the soil also contains products of plants and animals. This final step is allowing them to see that there are several different components to soil.
Procedure: Mix the sourpatch straws into the pudding.
The result is the final cup of soil. It now contains small pieces of rock, decomposed pieces of plants and animals, and products of plants and animals. This is the basic components of soil.
Group Discussion: Have the students write down observations about their final product.
1.
Ask the students what other components they believe could be in soil.
2.
Ask the students if they have seen this in soil themselves.
Differentiated Instructional Support: Number of lessons to be completed may be changes to accommodate different learners.
Materials and Resources:
For students: Pudding, Oreos, Gummy worms, Sourpatch straws, spoon, napkin
For teacher: Computer and Chalkboard
Key Vocabulary: decomposers, sand, silt, topsoil, compost, parent rock
Questions:
1. What is silt?
2. Layers of soil are defined by what?
3. Which layer of soil is made of dead leaves and debris?
4. In the activity, what did the gummy worms represent?
5. How many stages are in the formation of soil?
20

Beth Doenges, Stephanie Mott, Elena Konstantin
Necessary Materials

8 oz. pkg. gelatin dessert

4 oz. pkg. instant vanilla pudding (or Cool Whip)

Jar of maraschino cherries

4 cups boiling water (can be boiled and kept hot in thermos)

4 cups cold water

3 mixing bowls

12 graham crackers

1/2 cup melted margarine

1/4 cup granulated sugar

10" diameter clear glass bowl

Small zip-lock bags
(Small paper cups and spoons for after discussion)<don’t include on PowerPoint but make note of this in lesson plan
Procedure (PowerPoint)
Teacher preparation:

Step 1: Prepare the gelatin dessert by following the boxes directions. Put in refrigerator to set.
To be completed by teacher during lesson:

Step 2: Melt the margarine in a small container.
To be completed by both the teacher and the students during the lesson:

Step 3: Crush the graham crackers into a fine crumb mixture. This can be neatly accomplished by placing graham crackers into a zip-lock bag. Then crush the graham crackers while they are inside of the zip-lock bag until they become fine crumbs.

Step 4: Mix the graham cracker crumbs with the melted margarine and granulated sugar in a small container. Press this mixture onto the bottom and the sides of the Earth Bowl .
Set this bowl aside.

Step 5: Spoon the gelatin dessert on top of the graham cracker crumb crust. Form the gelatin so there is a small half sphere in the middle of the bowl.

Step 6: Spoon the Cool Whip into the empty hole.

Step 7: Place one cherry in the center of the Cool Whip.

Step 8: ENJOY!!
21

Explanation of Materials
After you construct your edible Earth, you will see there are a total of four layers. The four layers of food represent the four layers of the Earth: the crust, the mantle, the outer core, and the inner core.

Crust : The outermost layer, also known as the crust, is made of graham crackers which are held together my margarine and granulated sugar. Our homemade Earth has a completely solid crust; however, on our real Earth, the crust is made up of both solid ground and oceans.

Mantle
: The Earth’s mantle is located between the crust and the outer core. The mantle makes up more than eighty percent of Earth’s volume! We have used gelatin to represent the mantle.

Outer Core : The outer core is a liquid shell which surrounds the inner core. We used
Cool Whip for the outer core, because it is as close to a liquid as was feasible for the experiment.

Inner Core : A maraschino cherry is used to represent the inner core, because it is a solid, spherical object.
Grade level appropriate for: Grades 3-5
Ohio Science Academic Content Standards:
Grades 3-5 Benchmark A: Explain the characteristics, cycles, and patterns involving earth and its place in the solar system
After completing the PowerPoint and the activity students will have a better understanding of the composition of the earth’s interior.
Additional Resources:
This website has a wide variety of print out activities for the classroom including crosswords, word searches, and coloring pages. http://homeschooling.about.com/od/holidays/ss/earthprint.htm
This website is has an array of games, projects, and worksheet based for Earth Day activities for children. http://holidays.kaboose.com/earth-day/
22

References
"Activity: Earth Science." 16 Apr. 2009 <http://sln.fi.edu/tfi/activity/earth/earth-1.html>.
"Earth Day Fun Facts | fun facts, Earth Day, Earth Day Fun Facts | YumSugar - Recipes, Menus,
Food & Wine." To die for. | YumSugar - Recipes, Menus, Food & Wine. 16 Apr. 2009
<http://www.yumsugar.com/219708>.
50 Ways to Help the Planet. Wire and Trine. 16 Apr. 2009 <http://www.50waystohelp.com/>.
"Inside The Earth." The Tech Museum of Innovation | Welcome. 16 Apr. 2009
<http://www.thetech.org/exhibits_events/online/quakes/inside/>.
"Layers of the Earth - FREE presentations in PowerPoint format, interactive activities, lessons for K-12." SCIENCE - FREE K-12 presentations in PowerPoint format, interactive activities. 16 Apr. 2009 <http://science.pppst.com/layers.html>.
"Structure of the Earth." SCIGN at JPL. 16 Apr. 2009
<http://scign.jpl.nasa.gov/learn/plate1.htm>.
Questions:
How many layers of the Earth are there?
What are the different lyers?
Which layer is composed of liquid material?
Which layer is the thickest?
Which layer is the thinnest?
23

1.
The Earth’s Basic Water Cycle - Erika Eisenhardt, Leah Feingold, & Janice Matlon
2.
Grade Level Appropriate for: 4 th
grade
3.
The first part of the lesson/activity will help students discover what they already know about the water cycle, using inquiry to further explore concepts they are not yet confident about. It helps teachers get a basic idea of knowing what level students are on with this concept. a.
The teacher breaks the students of the class up into groups of two or three people and hands out a sheet of paper for each group. b.
The teacher then asks the students to draw what they think the water cycle is, labeling any parts of their picture that they are familiar with. The teacher explains that the group must decide who they want to be the recorder, and the other students who are not drawing should instruct the recorder and make any suggestions based on their ideas of the water cycle. They must still make a contribution to the group despite the fact that they are not physically drawing the picture. These groups reflect a basic lab group and introduce students to the concept of different roles people that people in a group take on. c.
The teacher allows two to three minutes for the students to work before stopping them. d.
The teacher will ask each group to decide on one person to briefly explain their water cycle along with the various parts of it in front of the class.
Next, materials will be passed out to students for the inquiry-based activity. This activity should take about 10-12 minutes on average.
Materials needed per group:
1 ice cube
1 handful of soil
1 piece of paper towel
1 hair dryer (optional) a.
Students will place the paper towel on the desk or table available to them. b.
They will then place the soil on the paper towel spreading it out into a level surface. c.
They will place the ice cube on top of the soil and observe what happens. The students will be responsible for answering the following questions: a.
What is happening to the ice? b.
Where is the water going? c.
What is happening to the water? Can you think of a word to describe it? d.
What do you think the ice, water, and soil represent? e.
Can this be connected to the water cycle? How? d.
Depending on time limits and/or resources, a hair dryer can be used to melt the ice cube. If a hair dryer is able to be used, the following questions should be asked: a.
What is happening to the ice now?
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b.
Is anything different from when the hair dryer was not blowing on the ice and soil? c.
What is the hair dryer doing to change the way the ice is melting? d.
How can you describe the air that is coming from the hair dryer? e.
How are those properties of the air helping speed up the process? o Can you think about and describe what things on earth make ice melt and water dry? o After the activity is complete, the concept of the water cycle will be addressed on the whole, as there is an attempt to fill in any unanswered questions that arose while the students were performing the activity. A power point presentation with the main points can help the teacher in teaching the water cycle to the class. The teacher will address the following points:

The water cycle is the cycle that occurs when water goes into the air and forms into rain droplets. It controls how the water is spread out over the earth and goes into lakes, rivers, and other bodies of water. The water then goes into the air once again, sometimes coming from the ground and the cycle starts over.

Ask this question of the class: Do you guys think the activity we just did has something to do with the water cycle? How is it like the water cycle, and what do you think we’re trying to show? o Accept any answers and elaborate appropriately, explaining that we will go into detail later on in the slides.

All living creatures need water to survive, including humans, animals, and plants.

The earth supplies this water in many different ways.

Why do you think water is so important to the earth?

There are four main words that we are going to define that make up the water cycle.
They are infiltration, evaporation, condensation, and precipitation. We will learn what each step means in the coming slides.

Infiltration is when water moves into the soils and space between rocks.

This water comes from big bodies of water called reservoirs, which are oceans, polar ice, and glaciers.

Polar ice and glaciers melt just like the ice cubes we used in the activity. The dirt we used was just like the soil outside that goes through real infiltration when it rains or when snow melts.

As the water sinks into the ground, it is purified and cleaned out from all of the bad things that got in it while it was sitting in the body of water. The dirt on our paper towel was not deep enough for the water to sink deeply in and get cleaned out, but in the deep ground outside, this happens.

Whatever does not sink into the ground runs off of the surface and collects in things like oceans, but most goes up into the air. We saw that the water that did
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not disappear into the air went onto the paper towel, and this can represent an ocean that it runs off into. Eventually that water goes up into the air, though.

Evaporation is when water goes through what we call a phase change from a liquid to a gas. Water in a gas form is called water vapor.

The sun helps speed up evaporation because the heat from its rays causes the water to heat up so that it can become a gas and wants to evaporate into the drier air.

Wind also creates drier air because the air is moving around making the water want to evaporate quicker. o The hair dryer represented both heat and wind, which sped up the water cycle overall, both melting the ice and drying the soil.

The water comes from all of those bodies of water like lakes, oceans, rivers, and even little bodies of water like puddles.

Condensation is a process that happens when gas turns back into a liquid.

This happens mostly in the atmosphere. o We did not see this part of the water cycle in our activity because our little representation of earth did not evaporate enough water to create a cloud, which is what is made during condensation.

The water vapor must travel high into the atmosphere to turn into water droplets.
These water droplets make up a cloud. o The classroom is not high enough for the water vapor to be able to turn into water.

Precipitation is when different forms of water come from clouds in the sky. This includes rain, sleet, snow, or hail.

As more water builds up in the clouds, the clouds become bigger.

As the clouds get bigger, the water droplets move together and become bigger and bigger water droplets until the atmosphere cannot handle their weight anymore, and some form of water falls from the sky.

Finally, the runoff from precipitation goes into those bodies of water including lakes, oceans, and rivers.

These pictures are all the steps of the water cycle put together, and some of your pictures probably looked something like this with some of the correct steps in your picture.

Can someone come up and identify the different steps of the water cycle in either of these pictures.
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Content Standards
1.
Identify how water exists in the air in different forms (e.g. in clouds, fog, rain, snow, and hail).
2.
Investigate how water exists and changes from one state to another (e.g. freezing, melting, condensation, and evaporation).
3.
Describe weather by measurable quantities such as temperature wind direction, wind speed, precipitation, and barometric pressure.
4.
Explain that air surrounds us, takes up space, moves around us as wind, and may be measured using barometric pressure.
5.
Describe how wind, water, and ice shape and reshape Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas producing characteristics landforms(e.g. dunes, deltas, and glacial moraines).
Questions
1.
What does the melting ice represent?
2.
What does the wet soil represent?
3.
What in nature represents the heat from the hair dryer?
4.
Why does the hair dryer make the ice melt quicker?
5.
Where does the water go when it leaves the dirt?
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Cycle of a Star - Katie Huber and Bonnie King
Science Lesson Plan Grade 8
During this lesson the goal is to investigate the life cycle of a star. Students will learn the characteristics of a star, the different types of stars found in the universe and how they live.
Students will be able to describe how stars are born and how they die. Students will then be able to look at a picture and identify the different type and stage of a star depending on the photograph.
50 minutes
Earth and Space Sciences
Benchmark A – Describe how the positions and motions of the objects in the universe cause predicable and cyclic events
Indicator 7 – Examine the life cycle of a star and predict the next likely stage of a star
Students will first work alone. They will write down the thinks they already know about stars and the things they are interested in learning. After five minutes of individual work, the students will get into groups of two to three and talk about what they wrote for three minutes.
The students will get into the same groups as before class and discuss the information they learned after they have finished the activity.
During this lesson students will be scored solely on participation in class and during the activity.
Show and discuss the topics of the PowerPoint. Go into detail about definitions, pictures, main characteristics of each stage during the star cycle.
1.
Ordering the Life Cycle
Objective: Put the stars in order according to the life cycle by using the pictures. Each team will have a set of pictures. The first team to complete this task correctly wins a prize.
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Procedure : Each teacher will have a set of pictures face down. The teams will be divided around two separate workspaces. The teachers will place the pictures face down the table.
Once the signal is given, the students will race to put the pictures in order of the life cycle from start to finish. The first team to complete this challenge wins.
2.
Life Cycle of Stars Activity (See Attached)

Pictures of stars

Reward for winning the race

Tissue paper (pink, white, yellow, red, blue, black)

Paper

Flashlights

Rulers

Instructions

Nebula

Protostar

Main Sequence Star

Red Giant

Planetary Nebula

White Dwarf

Black Dwarf
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Life Cycle of Stars by Katie Huber and Bonnie King
This activity is appropriate for students in grade levels 7 and 8
Activity
1.
Materials Needed: Each group of students will be given a flashlight, four pieces of paper, a ruler, and colored tissue paper.
2.
Students will be asked to roll one piece of paper into a ____ diameter. This will be the first stage of the star cycle called the Nebula. Students then should put the pink piece of tissue paper in front of one side of the tube and shine the light through the other side.
3.
Students need to roll a new piece of paper into a _______ diameter. This will represent the second stage of the star cycle called Protostar. Then they will put the white tissue paper in front of the hole and shine the light through the other end.
4.
Students need to roll a new piece of paper into a _____ diameter. This will represent the third stage of the star cycle called Main Sequence Star. Hold a yellow piece of tissue paper in front of the hole and shine the light through the other side.
5.
Students need to roll the last piece of paper into a ______ diameter. This will represent the fourth stage called the Red Giant. Hold a red piece of tissue paper in front of the hole and shine the light through the other side.
6.
Use the roll of paper with _____ diameter for the fifth stage called the Planetary Nebula.
Hold a blue piece of tissue paper in front of the hole and shine the light through the other side.
7.
Use the roll of paper with ______ diameter for the sixth stage called White Dwarf. Hold a white piece of tissue paper in front of the hole and shine the light through the other side.
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8.
Use the roll of paper with ______ diameter for the last stage called the Black Dwarf.
Hold a black piece of tissue paper in front of the hole and shine the light through the other side.
Earth and Space Sciences
Benchmark A – Describe how the positions and motions of the objects in the universe cause predicable and cyclic events
Indicator 7 – Examine the life cycle of a star and predict the next likely stage of a star
This is the Ohio State Standard that we are meeting during this project. During the project the students are learning the stages of the star cycle and participating hands on.
References:
"Background: Life Cycles of Stars." Imagine The Universe! Home Page. 16 Apr. 2009
<http://imagine.gsfc.nasa.gov/docs/teachers/lessons/xray_spectra/background lifecycles.html>.
"HR Diagram - Interactive." ASPIRE - Home. 16 Apr. 2009 <http://aspire.cosmic
ray.org/labs/star_life/hr_interactive.html>.
"Life Cycle of a Star." ASPIRE - Home. 16 Apr. 2009 <http://aspire.cosmic
ray.org/labs/star_life/starlife_main.html>.
"The Life Cycle Of A Star." Bradford Robotic Telescope. 16 Apr. 2009
<http://www.telescope.org/pparc/res8.html>.
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Yummy Gummy Rocks Lesson Plan - Natalie Berra, Ashley Joern, Carey Peters
This activity is appropriate for grade 6 according to the Ohio Academic Content Standards in
Science that it meets:
1.
Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g. color, texture) and are formed in different ways.
2.
Explain that rocks are made of one or more minerals.
Description of Activity:
In order to help sixth grade students learn about the rock cycle, sedimentary, igneous and metamorphic rocks, the rocks’ distinct properties, as well as their formation and make up, students will make edible sedimentary, igneous, and metamorphic rocks (If the teacher desires, the students can do this separately or in groups of 2 or 3 students).
Procedure:
1.
The teacher must distribute three pieces of wax paper (approximately 6’’ x 6’’) to each group.
2.
First, students will make edible igneous rocks. In order to do this, the teacher must first melt approximately one bowl of chocolate chips in a microwave (or another heat source such as an Easy Bake Oven).
3.
Next, the teacher will distribute one spoonful of melted chocolate onto each groups’ wax paper.
4.
The students will watch the chocolate cool and harden. a.
It is important to relate the cooling and hardening of the chocolate to the formation of igneous rocks. i.
Be sure to give the definition of the igneous rock.
1.
Igneous: rocks that are formed by “freezing” of molten rock/ lava materials.
* b.
It may be helpful to have a chart of the rock cycle displayed on the board or overhead projector, while indicating on the chart where and how igneous rocks are formed.
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c.
Also, show the students an actual sample of an igneous rock.
5.
Now the students will make edible metamorphic rock. First, three different colored gumdrops should be passed out to each group.
6.
Next, the students must rip each gumdrop into five or six tiny pieces and place them on the wax paper.
7.
Now, have the students place the remaining piece of wax paper on top of the gumdrops, and press the two pieces of wax paper together, smashing the gumdrops together.
8.
Now remove the wax paper. a.
It is important to relate the smashing of the gumdrops to the how heat and pressure make metamorphic rocks (For example, relate the pressure from the students hands to the pressure caused by existing rocks). i.
Be sure to give the definition of metamorphic rocks.
1.
Metamorphic: rocks formed from the alteration of existing rock through heat or pressure. * b.
Again, it may be helpful to have a chart of the rock cycle displayed on the board or overhead projector, while indicating on the chart where and metamorphic rocks are formed. c.
Make the connection between the different color gumdrops and the fact that various minerals make up metamorphic rock. d.
Also, show the students an actual sample of a metamorphic rock.
9.
Reward the students for their participation and cooperation by giving them Rice Krispy
Treats, but do not let them eat the rice krispies just yet! a.
Teachers may choose to make these with the students in class; however, this may be very complicated and often times resources are limited. b.
It is important to relate the texture of the Rice Krispy to the large rock fragments and rough, course texture that form sedimentary rocks. i.
Be sure to give the definition of sedimentary rocks.
1.
Sedimentary: a rock made from the consolidation of solid fragments, as of other rocks or organic remains, or by precipitation of minerals from solution. * c.
Point out the rounder parts of the individual rice krispies and discuss that in sedimentary rock, this usually means that they have been formed by river action. d.
Make the connection between the individual pieces of rice and the fact that various minerals make up sedimentary rock.
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e.
Also, show the students an actual sample of a sedimentary rock, such as conglomerate rock.
10.
Lastly, allow time for the students to compare the difference between the three different types of edible rocks they have created. a.
Be sure to point out the difference in texture, formation, and color.
*All rock definitions extracted from GEO 204 Class Notes.
Materials (for one class of approximately 30 students in groups of 2 or 3):

Heat Source (Easy Bake Over, microwave, etc.)

1 roll of wax paper

1 bag of chocolate chips

1 bag of gumdrop (in assorted colors)

15 Rice Krispy Treats (approximately) o Or materials to make them depending on teachers choice
Ohio Science Academic Content Standards:
Our lesson plan meets the two Ohio Science Academic Content Standards for grade 6 as stated above. The first listed standard is to describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g. color, texture) and are formed in different ways. Our project meets this standard because throughout the project, the teacher should be referencing a rock cycle chart and relating it to the formation of the edible rocks. For example, after making the igneous edible rocks, the teacher can point to the oceanic crust on the rock cycle chart. The teacher can go on further to explain that lava from within the
Earth has been pushed upward, cooled, and formed basalt, which compromised the ocean floor at the oceanic crust.
Our lesson plan also explains the difference between three different types of rocks, sedimentary, igneous, and metamorphic, because once the project is done, the students will compare the three different edible rocks they have created, allowing them to see the differences
34

in formation, and the texture which results from each individual formation process. For example, the students will be able to see that metamorphic rocks are more compacted due to pressure from existing rock in comparison to sedimentary rocks which are not as compacted and made from the consolidation of rounded rock fragments which is depicted by the individual rice krispy pieces.
The comparison of color can be seen by the rocks the children made, and further explained by displaying rock samples of each type of rock to the class. Overall, the formation of each type of rock is explained throughout the entire lesson.
Lastly, the lesson plan meets the standard of explaining that the rocks are made of various minerals. This is displayed in the metamorphic edible rock by the various colors of the gumdrops. This is also displayed in the sedimentary edible rock by the individual pieces of rice krispy. The various gumdrops color represents different minerals, as well as the individual pieces of rice krispy.
References:
McConnell, David, David Steer, Catharine Knight, Katherine Owens, and Lisa Park. The Good
Earth: Introduction to Earth Science. Boston: McGraw Hill, 2008.
"Ohio's Academic Content Standards in Science." Ohio Resource Center for Mathematics,
Science, and Reading. 36 Mar. 2009
<http://www.ohiorc.org/standards/ohio/item/science/gli/44.aspx>.
Sandy, Michael. "Rocks." GEO 204 Lecture. Science Center, Dayton. 26 Jan. 2009.
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Additional Useful Resources:
Geology for Kids. 25 Mar. 2009 <http://www.kidsgeo.com/geology-games/rocks-game.php>.

This additional resource provides a fun online game to supplement this lesson plan. It further familiarized the students with the characteristics of the individual rock types.
Kid Info. 25 Mar. 2009 <http://www.kidinfo.com/Science/Geology.html>.

This resource provides teachers with an abundance of interactive geology sites to supplement their lessons.
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