Idea Box {Second Grade Science}

Standard 2-2: The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments. (Life Science)

Indicators:

2-2.1 Recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection.

2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics.

2-2.3 Explain how distinct environments throughout the world support the life of different types of animals.

2-2.4 Summarize the interdependence between animals and plants as sources of food and shelter.

2-2.5 Illustrate the various life cycles of animals (including birth and the stages of development).

Read a Related Book:

The Great Kapok Tree, by Lynne Cherry

1. Create a layers of the rainforest flip-book, by drawing pictures and writing about the forest floor, understory, canopy, and emergent layers (animals, types of plants, light, weather, etc.)

2. Sing the Layers of the Rainforest song, to the tune of If You’re Happy and You Know It, taught in class.

3. Sort animal pictures into their appropriate classification (mammals, birds, amphibians, reptiles, fish, and insects).

4. Create a mask of a rainforest animal, using art materials. Write about its basic needs and living environment.

5. Make name cards for students to wear around their neck (kapok tree, sloth, anteater, etc.). When students hear their name called, they come to the kapok tree to receive what they need (given a piece of yarn). At the end, the woodcutter (teacher) cuts all ties from the tree (deforestation). How do they feel? Discuss the interdependence between animals and plants, as well as their basic needs. http://atozteacherstuff.com/pages/337

6. Perform reader’s theatre pieces about The Great Kapok Tree in groups http://tinyurl.com/readinglady

7. Color the location of rainforests on a world map.

8. Notice the variation of words the author used to mean “said” (ex: hissed, buzzed, squawked, murmured). Make a list of other words a writer could use.

9. Use a measuring tape to visually see how tall a kapok tree really is (150 feet).

Howard Gardner: visual-spatial, bodily kinesthetic, verbal linguistic, intrapersonal, interpersonal, musical, naturalist

gypsy earrings

...just experimenting with coral lipstick & whimisical earrings

Idea Box {First Grade Science}

Standard 1-3: The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and the Moon.

Indicators: 

Indicator 1-3.1: Compare the features of the day and night sky.

Indicator 1-3.2: Recall that the Sun is a source of heat and light for Earth
Indicator 1-3.3: Recognize that the Sun and the Moon appear to rise and set.
Indicator 1-3.4: Illustrate changes in the Moon’s appearance (including patterns over time).

Read a Related Book:

Sun Up, Sun Down: The Story of Day and Night, by Jacqui Bailey

On Earth, by G. Brian Karas

The Moon, by Seymour Simon

1. Create a postcard telling a family member about what it’s like to visit the moon. Mail it home.

2. Discuss the similarities and differences of light-making and light-reflecting objects. Sort word and picture cards into their appropriate category.

3. Use a flashlight and inflatable globe to demonstrate how the Earth rotates on an axis, creating sunrise and sunset.

4. Modify sentences from the book so that they are incorrect. Have students re-write them accurately.

5. Go outside to observe clouds. Have students write a sentence about one of the clouds and sketch a picture or use materials (cotton balls) to re-create it.

6. Create a sundial (white cardboard paper, wooden stick (pencil), modeling clay). Make predictions about what will happen throughout the day. Each hour, record changes.

7. Using a Velcro or felt board, create patterns that reflect the phases of the moon.

8. Word Search game: Look for unit vocabulary words hidden around the classroom, while carrying paper and a clipboard. When found, record the words and read the completed list aloud to the teacher or a classmate.

Howard Gardner: visual spatial, verbal linguistic, naturalist, interpersonal, bodily kinesthetic

feeding squirrels

 just one of my in-between-college-classes hobbies, ahaha 

springsummerfallwinter

During my field experience in kindergarten, I instructed a full class lesson on the seasons, in which I explained the reason for seasons (using students as the sun and earth). Then during small group rotations, four-five students did a picture/word sort, selected an item out of the box (relevant to an oral promt I gave them...), and then played a question game (the "it" person thought of a season in their mind. other students had to ask "yes" or "no" questions to figure out clues about the mystery season).

Idea Box {Kindergarten Science}

For a final exam assignment (visual & performing arts class), I had to create 12 idea boxes for 4 different grade levels that and 4 different content areas. Excluding the 2-3 hours in which I took a break for lunch&dinner&sanity, I spent nearly 12 hours working on it! Alas, it has been submitted, so I figure I might as well share them...and fyi, most ideas came from somewhere on the internet. There are totally smart and completely creative teachers out there with amaziiing ideas, so I'd like to say: thanks for helping me get (what better freaking be) an A on my exam!

Standard K-4: The student will demonstrate an understanding of seasonal weather changes. (Earth Science)

Indicators:

K-4.1 Identify weather changes that occur from day to day.

K-4.2 Compare the weather patterns that occur from season to season.

K-4.3 Summarize ways that the seasons affect plants and animals.

Read a Related Book:

Reason for the Season, by Gail Gibbons

Weather Words, by Gail Gibbons

1. Record the daily weather on a bar chart (sunny, rainy, foggy, cold, etc.). Make predictions and analyze it (which weather have we had the most of? The least?)

2. Using a Velcro board, sort images into their appropriate seasonal category (ex: Bathing Suit - Summer, Orange Leaves - Fall, Snowman - Winter, Flowers - Spring).

3. In pairs, take turns being the Sun and Earth by physically rotating around one another to demonstrate how seasonal changes occur (pointed towards sun = heat, pointed away from sun = cold).

4. Given a seasonal prompt, select an object or article of clothing out of a box that is appropriate.

5. Observe the plants and animals on the school campus at various times of the year. Compare and contrast.

6. Use art materials to illustrate seasonal weather patterns (crayons, markers, cotton balls, etc.)

7. Listen to the Alpha Tunes CD, which contains weather themed songs, such as “Cool Clouds” and “Under the Umbrella”.

8. On a windy day, blow bubbles and use a compass to determine the direction in which they blow.

Howard Gardner: bodily-kinesthetic, verbal linguistic, naturalist, musical, visual spatial, logical-mathematical

snake charmer

bonus points

out of a possible 50 points, i earned 55 for a book activity project that i created, based on T is for Touchdown: A Football Alphabet. feedback: "Superb! Great ideas; wonderful game! Football "notepad" is very cool, and the many activities will be helpful and popular!" all this, despite turning it in weekssss late. now that's what i'm talkin' bout!

note to self: please don't procrastinate during student teaching.

please, i'm begging. besuperorganizedandproactiveeveryday! okay.

throwing leaves