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To reinforce thermal energy, students made smores and wrapped in foil, sat outside all day in sun, and ate at end of the day. Students drew how the thermal energy changed the smores in their science journals.

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At the beginning of the unit, provide students with a list of vocabulary words to glue into the notebook. You can also have words displayed on the wall to refer back to. When students are responding in their notebooks they have the language of the discipline that they are being held accountable to utilize. 

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At the beginning of the unit, provide students with a list of vocabulary words to glue into the notebook. You can also have words displayed on the wall to refer back to. When students are responding in their notebooks they have the language of the discipline that they are being held accountable to utilize. 

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This would be fun and beneficial to have a leaf rubbing activity when we talk about texture. It'll show them another way to see the different textures of things beyond just touching it. They could describe the differences in textures they see and start a leaf collection.

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Students were bees, and would demonstrate collecting pollen (cheese balls) and then made flowers to show the pollen on flower, and students sequenced the demonstration in their journals.

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Day & Night Sky

create a Venn diagram to show what you see in day, night sky, or both,

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Students participated in a PBL to create different pieces of playground equipment out of recycled materials. They had to test their playground with a marble to see if it showed force and motion. Then they reflected on it in their journal and shared what they could have done different if they didn't see force and motion like planned.

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The students draw pictures of how an item changes when heat is added. (Hair dryer on the crayons). Then students can write observations and questions, instead of just drawing what happened.

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During our chick unit, our first graders created chick habitats out of legos. Students made sure to include the chick needs to help our chicks grow and drew their designs in their notebooks.

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How would you look at things in the sky that you can't see with your regular eye? Can you think of a tool that scientists would use? 

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How would you look at things in the sky that you can't see with your regular eye? Can you think of a tool that scientists would use? 

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What pattern(s) do you notice? What happens after a full moon?

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Each teacher decorates a part of their classroom as an environment/habitat. Make a rotation for students to visit the different classrooms and use their journals to record and write what they learned.

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Student will find an object within the classroom and label. Then, provide 2-5 attributes (size, shape, etc.)

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Room transformation! Each teacher takes a type of habitat. Students are assigned in groups to an animal. Then the animals travel to each room and see if they would survive as a living organism.

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Use a open soup can. Cover it with seran wrap on the top and use a rubber band to hold it in place. Put a pinch of salt on the top. Use a tuning fork to hit the desk move it to the side of the can. The vibrations cause the salt on the top to move and dance.

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Provide a glue in sheet with the senses with a visual in a familiar environment (EX: cafeteria). The sheets would have a sense with a visual and the students would think of things they use those senses for (Picture and name of object).

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What would an animal need to survive in a different environment?

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Provide bins with all types of objects. We created a chart in their journals labeled, "See", "Feel", "Smell" and based on the vocabulary that was introduced in the lesson students would label their charts with their own words of what they "saw", "felt" and "smelled"

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Students will answer:
What do you notice about the sky during the day ?
What do you notice about the sky at night?

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Have teachers video themselves modeling correct and not correct ways to use the tools

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Have teachers video themselves modeling correct and not correct ways to use the tools

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Students will describe 2 important characteristics of what a science does.

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Have students draw what they see and explain in their words what we use them for