Activity #1
Life Science standard 3b. Classify the organs and functions
of the nervous, circulatory, and respiratory systems of the body. (DOK1)
(NERVOUS SYSTEM ACTIVITY)
GROUP ACTIVITY:
students will view the following pictures of the human brain on the
smartboard and will discuss components and functions of the central nervous
system…specifically the cerebrum, the cerebellum, and the brain stem.
CLASSROOM DEMONSTRATION:
Class will work together to use a set of Nervous System Inquiry Cards
and group them together based on their knowledge and/or experience with the
topic. http://plcmets.pbworks.com/f/Nervous+System+Inquiry+Cards.doc
After explaining how and why they grouped the cards the way that they did,
students will complete the brain activities chart, and decide if the activity is controlled by
the brain stem, cerebellum, or cerebrum. We will look online to investigate
this as we do not have the Glencoe textbook.
http://plcmets.pbworks.com/f/Brain+Activities+Chart.ppt
EFFECTIVE
QUESTIONS: 1. Describe the main components of the central
nervous system and their functions.
2. How do the cerebrum, the
cerebellum, and the brain stem compare?
How do they differ?
Activity #2
Life Science standard 3b. Classify the organs and functions
of the nervous, circulatory, and respiratory systems of the body. (DOK1)
(CIRCULATORY SYSTEM ACTIVITY)
GROUP ACTIVITY: View
this short video on “how to feel your heart beat” from YouTube channel SciShow
Kids. Instruct students on how to find their resting heart rate.
CLASSROOM DEMONSTRATION:
After finding and recording their resting heartbeats, have students go
outside and do jumping jacks for 1 minute.
Then, take heart rate again and record.
Try a different physical activity, such as swinging arms for a length of
time, and then take resting heart rate again.
Record and make observations.
EFFECTIVE QUESTIONS: 1.
What evidence can you provide that supports the claim that exercise
affects resting heart rate? 2. Compare your resting heart rate versus your
heart rate after doing jumping jacks.
What changes did you observe.
What predictions can you make about your resting heart rate after P.E.
class?
Activity #3
Life Science standard 3b. Classify the organs and functions
of the nervous, circulatory, and respiratory systems of the body. (DOK1)
(RESPIRATORY SYSTEM ACTIVITY)
GROUP ACTIVITY:
introduce the respiratory system through the following video:
CLASSROOM DEMONSTRATION:
Facilitate the hands-on inquiry investigation of the diaphragm and lungs
thru the following activity: (retrieved from: http://www.henry.k12.ga.us/cur/mybody/resp_lessons.htm)
What Makes Air Go In and Out?
Objective:
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to describe what makes
air go in and out of the lungs
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Student Information:
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Your lungs do not have muscles.
You breathe by changing the size of your chest. The air around you has
pressure. It is pushing in on you all of the time. When you make your chest
bigger, air comes into your body and fills up your lungs. To breathe out, you
make your chest smaller. This pushes the air back out.
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Materials:
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16
or 20 oz. plastic bottle
a
small lump of clay
1
straw
colored
water
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Procedure:
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1. Fill the bottle half way with
colored water. Put the straw in it and place the clay over the opening
(holding the straw in place coming out of the bottle).
2. Tell the children that the
straw is like your windpipe; the clay is like your throat; the bottle is like
your chest. The movement of the colored water is to represent the movement of
air in and out of your lungs.
3. Push in on the bottle. This
makes the bottle smaller. This is like making your chest smaller. This pushes
the water (air) out.
4. Stop pushing in on the bottle.
This makes the bottle bigger. This is like making your chest bigger. Air
pressure pushes the water (air) in.
|
Put your hands on your chest while you breathe. 1. Describe how changing the size of your chest makes the air go in and out. How is this like the bottle experiment? How is it different?
Activity #4
Life Science standard 3c: life cycles of various animals to include complete and incomplete metamorphosis. (DOK2)
GROUP ACTIVITY: class
will read the infopacket on metamorphosis from Kids Discover (retrieved from: http://www.kidsdiscover.com/infographics/infopacket-metamorphasis/
) Higher level readers will read independently and struggling readers will read
together with the teacher. All students
will highlight main ideas and underline important details.
CLASS DEMONSTRATION:
view and discuss time lapse video on metamorphosis of monarch butterfly
Activity #5
Life Science standard 3c: photosynthesis
GROUP ACTIVITY: introduce
photosynthesis with the photosynthesis song and while listening, students will fill out detail web on photosynthesis.
CLASS DEMONSTRATION: students
will draw a large picture of a leaf and then diagram the following information
about photosynthesis in their science journal. “I title the page Photosynthesis and draw a
large leaf in the center of the page. I ask students to remind me of the
three things plants take in for photosynthesis and they tell me sunlight,
water, and carbon dioxide. I draw three arrows pointing into the leaf and
label each one with one of these items. I explain that once the light
energy is absorbed, it is transformed to a new type of energy, chemical energy.
The chemical reaction that occurs to break apart the bonds of the carbon
dioxide and water, creates something new. I then ask them what two items
are created once the chemical energy breaks the bonds of the water and carbon
dioxide and rearrange them. Students tell me glucose and oxygen. I
draw one arrow going away from the leaf and label it is oxygen and then write
on the leaf - sugar is stored in the leaf as food for the plant and
animals that eat it.” (retrieved from: http://betterlesson.com/lesson/633012/photosynthesis)
EFFECTIVE QUESTIONS: 1. What type
of energy transformation is taking place in photosynthesis? 2.
What items are necessary in order for plants to make food?Activity #6
Earth and Space Science standard 4a. Classify sedimentary, metamorphic, and igneous rocks (DOK2)
GROUP ACTIVITY: after
discussing the 3 main rock types, students will observe and handle a vast
collection of rock (from a fellow teacher’s husband’s collection) and will work
in groups to sort them into sedimentary, metamorphic, and igneous categories.
CLASS DEMONSTRATION: students
will watch the following YouTube video on the rock cycle (set to WE WILL ROCK
YOU!) and will note the main ideas on an idea web.
EFFECTIVE QUESTIONS: 1. What makes the rock cycle a cycle? 2. How do rocks change from one type to
another? 3. What is the difference between intrusive and
extrusive rocks? 4. Why are sedimentary rocks are usually found
near water sources? 5. What is the difference between lava and
magma?
Activity #7
Earth and Space Science standard 4b. Compare and contrast Earth’s geological
features and the changes caused by external forces. (DOK2) (EROSION)
GROUP ACTIVITY:
students will view the following two pictures on the smartboard and
journal their thoughts about what is happening in them into their science
journal. Then, we will discuss and
explore effects of erosion on the world around us.
CLASS DEMONSTRATION:
We will discuss how erosion is occurring at places on our campus and will
go outside to view this situation. We
will complete the following Erosion Thinksheet while we are outdoors: http://www.cas.miamioh.edu/scienceforohio/Erosion/images/TsDsFp1A.pdf
EFFECTIVE QUESTIONS: 1.
What proof can you offer that erosion is a problem that can occur
anywhere at anytime? 2. What is a main cause of erosion and describe
some effects it can have?
Activity #8
Earth and Space Science standard 4b. Movement of Continental Plates
GROUP ACTIVITY: We will view the following picture and
discuss how the earth is broken down into areas similar to puzzle pieces. Students will find certain areas on the map
and locate the closest continental plate close to the assigned area.
CLASSROOM DEMONSTRATION:
Students will watch this video on tectonic plates and make the
connection to mountains and earthquakes. We will then discuss how mountains are
formed.
EFFECTIVE QUESTIONS:
1. What evidence can you give that the earth is not one continuous
piece? 2. How can you best describe the
changes in how the continents looked long ago compared to how they look
now? 3. What effect does plate movement
have on land formations?
Activity #9
Earth and Space Science standard 4g. Summarize the process that results in
deposits of fossil fuels and conclude why fossil fuels are classified as
nonrenewable resources. (DOK2)
GROUP ACTIVITY: What’s
the Difference? Fossil Fuels & Renewable Energy experiment
Prep: Prior to the class, hide 200 pennies around the room.
Make sure that some are hidden in very obscure places.
Directions: 1. Begin by showing a piece of coal and asking
the students to tell what it is and what it is used for. Lead them to classify it as a source of
energy and that it must be burned in order to create energy. 2. Demonstrate the movement of the pinwheel
by blowing towards it. Again, ask
students to identify the source of the energy.
(If they say “you” be sure to translate that into “wind” or
“nature”) Also, ask how the pinwheel
uses the wind—how it is captured or harnessed.
Students should be able to recognize that the shape of the pinwheel
creates the rotation when a current of air strikes it. 3. Ask, “Which of the energy sources are
more likely to run out of its supply?”
In comparing the two energy sources, they should explain why they think
one will likely run out and the other is not likely to run out. Label the two
energy sources: nonrenewable (coal) and renewable (wind). Put up the overhead
to review the definitions of renewable and nonrenewable sources. 4. Arrange students in pairs and hand out
the worksheet (make copies of next page), plastic cups and markers
Have them label the cups 1 through 4. Tell them that they are going to be searching
for a nonrenewable source of energy (such as the coal discussed earlier)
symbolized by pennies hidden throughout the classroom. 5. Give students four
30-second opportunities to find pennies.
After each search have them count, record and deposit the pennies into a
cup (one labeled for each search). At the end of their four searches, they
should make a bar graph and analyze the data. 6. When the pairs have completed
their worksheets, ask them to share their results. After a few pairs share similar results, lead
the class into a discussion. Through
their findings, the students should be able to deduce that due to a limited
supply to begin with, the search yielded smaller returns each time. Variation:
Use Excel to quickly combine and display everyone’s combined data as a graph.
Also discuss variants and why some were more successful than others. 7. Extend
the discussion on renewable and nonrenewable energy sources, connecting the
search for pennies to the search for nonrenewable energy sources.
Experiment from Jennifer Luitjens Bahr , Director of
Education, NFU Adapted from Alliant Energy/Powerhouse Kids
CLASSROOM DEMONSTRATION:
watch video on fossil fues and make notes on main points. Afterwards, share main points in classroom
discussion.
EFFECTIVE QUESTIONS:
1. How do fossil fuels effect the
environment? 2. Compare and contrast fossil fuels using a
Venn Diagram. 3. Describe 4 types of renewable energy and
their effect on the environment.
Activity #10
GROUP ACTIVITY:
introducing sound and pitch with this video of noises and have students
mention some things that make HIGH pitched sounds and some things that make LOW
pitched sounds. Video is retrieved
from: http://www.pbslearningmedia.org/resource/phy03.sci.phys.howmove.collage/understanding-vibration-and-pitch/
CLASSROOM DEMONSTRATION:
have students each make a water trombone using a water bottle and a
straw. Experiment moving the straw
different depths in the filled water bottle and investigate the various pitch
changes. Examples are here: http://www.pbslearningmedia.org/resource/phy03.sci.phys.howmove.ztrombone/pitch-water-trombone/
EFFECTIVE QUESTIONS: 1. Which part or parts of the cricket in the video
segment vibrate to create sound? 2. What are some other
sounds you can make? Choose one. Does the sound have a high or low pitch? What
is the volume of the sound -- is it loud or soft? 3. When you talk or sing, which part of your body
vibrates? 4. Go on a sound walk. Make
a list of the various sounds you hear. What is vibrating to create each of
these sounds? Describe the pitch of each sound. Describe the volume of each
sound.
References
SciShow Kids. (2015, September 21). How to Feel Your Heartbeat. [Video File].
Retrieved from: https://www.youtube.com/watch?v=tF9-jLZNM10&index=11&list=PLw2cuKNQvZ2fGhXTNZBBFX5R5yc7sde8N
Desai,
Rishi/KhanAcademy. (no date). Meet the Lungs. [Video File].
Retrieved from: https://www.khanacademy.org/science/health-and-medicine/respiratory-system/respiratory-system-introduction/v/meet-the-lungs
FrontYardVideo. (2014, August 1). Monarch Butterfly Metamorphosis time-lapse FYV 1080 HD. [Video File].
Retrieved from: https://www.youtube.com/watch?v=ocWgSgMGxOc
Tamim,
Tasnuva. (2009, March 18). THE PHOTOSYNTHESIS SONG. [Video File].
Retrieved from: https://www.youtube.com/watch?v=C1_uez5WX1o
Artful Fiver. (2010, May 21). Rock Cycle - Cassidy Will Rock You (grade 2). [Video File].
Retrieved from: https://www.youtube.com/watch?v=hAMBkoLhTBY
Makemegenius. (2012, November 13). Plate Tectonics for Kids - from www.makemegenius.com. [Video File].
Retrieved from: https://www.youtube.com/watch?v=tcPghqnnTVk
Amritkar,
Milind. (2015, March 22). Fossil
Fuels versus Renewable Energy Sources. [Video File]. Retrieved from: https://www.youtube.com/watch?v=gAES1ARTXUg
PBS Learning Media. (2016).
Understanding Vibration and Pitch.
[Video File]. Retrieved
from: http://www.pbslearningmedia.org/resource/phy03.sci.phys.howmove.collage/understanding-vibration-and-pitch/
PBS
Learning Media. (2016). Pitch:
Water Trombone. [Video
File]. Retrieved from: http://www.pbslearningmedia.org/resource/phy03.sci.phys.howmove.ztrombone/pitch-water-trombone/
