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S5P2. Obtain, evaluate, and communicate information to investigate electricity.

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S5P2. Obtain, evaluate, and communicate information to investigate electricity.

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What is the light source above the helicopters in the photo? How is the light created? Can you relate this phenomenon to anything else?
Could you create a model of this type of light?

For teachers: The light source is naturally occurring static electricity.

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S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.

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S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.

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How do cells compare to large living organisms

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This HD dramatic video choreographed to powerful music introduces the viewer/student to the wonder and miracle of cells. It is designed as a motivational "trailer" to be shown by Biology, Biochemistry and Life Science teachers in middle and high school and college as a visual "Introduction" to this amazing microscopic world.

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S5P2. Obtain, evaluate, and communicate information to investigate electricity.

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S5P2. Obtain, evaluate, and communicate information to investigate electricity.

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How does static electricity impact objects around it?

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4 Awesome Science Tricks Using Static Electricity!

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What caused this canyon to form in Georgia?

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providence canyon state park (protected site)

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Providence Canyon - Georgia's Little Grand Canyon

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Georgia Traveler explores Providence Canyon State Park in Lumpkin, Georgia. Learn more about Providence Canyon State Park at http://www.exploregeorgia.org/. GPB's travel and tourism series, Georgia Traveler, takes you on adventures throughout the State. Co-hosts David Zelski and the Georgia Traveler crew traverse Georgia in search of Food Finds, Getaways, Outdoor Activities, Family Fun and Local Legends.

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How does this video prove that sound waves are real?

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Bill Nye Sound Waves Sound Waves Animation Sound Waves Experiment Ocean Waves Sounds Sound Wave Demonstration Waterfall Sounds Nature Sounds Sound Waves Music Waves Sound Song Relaxing Ocean Sounds Sound Waves Physics Alpha Sound Waves Standing Waves and Sound Relaxing Wave Sounds Sound of Crashing Waves Transformers Soundwave

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How does changing the color of light change the overall color of what we see?

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Your retina, which covers the back of the eye, contains light receptors called rods and cones. Rods are used for night vision and they only let you see in shades of gray. You have only one type of rod but three types of cones. Cones let you see in color as long as it's not very dark.

All three types of cones respond to a wide range of wavelengths, but one type is the most sensitive to long wavelengths (the red end of the spectrum), one to medium wavelengths, and one to short wavelengths (the blue end of the spectrum). With just these three types of cones, we are able to perceive more than a million different colors.

When a red light, a blue light, and a green light are all shining on the screen, the screen looks white because these three colored lights stimulate all three types of cones in your eyes approximately equally, creating the sensation of white. Red, green, and blue are therefore called additive primaries of light.

With these three lights you can make shadows of seven different colors-blue, red, green, black, cyan, magenta, and yellow-by blocking different combinations of lights (click to enlarge diagram below). When you block two lights, you see a shadow of the third color-for example, block the red and green lights and you get a blue shadow. If you block only one of the lights, you get a shadow whose color is a mixture of the other two. Block the red light and the blue and green light mix to create cyan; block the green light and the red and blue light make magenta; block the blue light and red and green make yellow. If you block all three lights, you get a black shadow.

You can achieve a similar effect by turning off different lightbulbs. If you turn off the red light, leaving on only the blue and green lights, the entire screen will appear cyan. And when you hold an object in front of the screen, you will see two shadows, one blue and one green. In one place, the object blocks the light coming from the green bulb, leaving a blue shadow; in the other location it blocks the light from the blue bulb, leaving a green shadow.

When you move the object close to the screen, the shadows overlap, leaving a very dark (black) shadow where the object blocks both lights. When you turn off the green light, leaving on the red and blue lights, the screen will appear to be magenta, a mixture of red and blue. The shadows will be red and blue. When you turn off the blue light, leaving on the red and green lights, the screen will appear to be yellow. The shadows will be red and green.

It may seem strange that a red light and a green light mix to make yellow light on a white screen. It just so happens that a particular mixture of red and green light stimulates the cones in your eyes exactly as much as they're stimulated by yellow light-that is, by light from the yellow portion of the rainbow-so your eye can't tell the difference. Whether a mixture of red and green light or yellow light alone-whenever the cones in your eye are stimulated in just these proportions, you'll see the color yellow.

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When lights of different colors shine on the same spot on a white surface, the light reflecting from that spot to your eyes is called an additive mixture because it is the sum of all the light. We can learn about human color perception by using colored lights to make additive color mixtures.

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Hearing the Northern Lights

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The Sound of the Aurora Borealis (Northern Lights)

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S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.
c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time.

Why do you think the speed of the water is increasing as the video plays?
What is causing the soil to move in this video? Why is this happening? What do you think might happen if this video continued to play?

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S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.

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S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.

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Why do you think he is using a plastic bag on his feet?

Can you make any connections?

Do you think that helps?
What else could he use?
How could you improve his idea?

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Boy uses plastic bag to protect his feet from hot sand at Bondi Beach | Daily Mail Online

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Boy uses a plastic bag to protect his feet from the hot sand at Sydney's Bondi Beach.

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S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau)

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S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau)

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Can you name some natural features that you saw in this video?  Can you describe the plants you saw?   How is this habitat like or unlike yours?

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Amicalola Falls is a beautiful place where you can hike and enjoy the gorgeous trails throughout the mountain and see the falls from different angles. Feeling hungry after a long walk? at the very top of the mountain you will find a restaurants where you can have a good lunch/snack with an astonishing view!

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S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

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S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

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What do you notice about the turtle's shell? How do humans effect the Oceans and the living environment within the ocean. How might the physical changes of the turtle effect the ocean in the future?

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S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.

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S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.

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How are these soils different? What makes them different? Where would you find these types of soils?

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S1E1 obtain, evaluate, and communicate weather data to identify weather patterns.

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S1E1 obtain, evaluate, and communicate weather data to identify weather patterns.

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How did the tornado start?
What makes the tornado move?
How does it stop?
Where do tornadoes occur?
What type of weather conditions are present during a tornado?

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EPIC TORNADO ALLEY SUPERCELL - Lightning & Time Lapse

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S2E1b - Obtain, evaluate, and communicate information about stars having different sizes and brightness. 

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S2E1b - Obtain, evaluate, and communicate information about stars having different sizes and brightness. 

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Why does our sun look larger and brighter than other stars even though it is only of medium size and brightness?

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S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms.

b. Plan and carry out an investigation of the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

What do you think the seed needs to begin sprouting?  Does it need the same things to grow once it has pushed up through the soil?

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S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).

What force causes the change in direction of the wrecked car? Predict what would happen if no object caused a change. How does the speed of the moving object change the amount of force applied?

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This is a video I put together of some of NASCAR's wildest flips. None of the crashes you see in this video are fatal. Thanks for watching and I hope you enjoyed!

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Life Cycles

1. https://clearviewbutterflyzoo.com/products/clearview-butterfly-zoo

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This lesson deepens students' understanding of the similarities and differences in the life cycles of organisms. The lesson begins with a reading of Eric Carle's The Very Hungry Caterpillar Next, students use a video to study the developmental stages of frogs, dragonflies, and butterflies. They compare insect and frog life cycles to each other and to the stages of human development discussed in the previous lesson, App Exception: tdc02.sci.life.cyc.lp_lifestages.

Understand that all animals have a life cycle that includes being born, developing into an adult, reproducing, and eventually dying

Understand that the details of life cycles vary from one organism to another

Observe the changes that occur during the growth and development of insects and frogs

Sequence the stages of life of selected animals

Two 30- to 40-minute blocks

Use these resources to create a simple assessment or video-based assignment with the Lesson Builder tool on PBS LearningMedia.

The Very Hungry Caterpillar by Eric Carle (or another picture book that highlights life cycles)

Life Stages Cards PDF Document

Scissors

Glue

Colored paper

Fertilized chicken eggs, incubator

Butterfly larvae, shelter, food

Frog eggs, small aquarium, aquarium rocks, water, food

1. Engage students by reading The Very Hungry Caterpillar by Eric Carle. Ask:

Where did the egg come from?

What changes did the caterpillar go through on its way to becoming a butterfly? What surprised you?

What do you think a female butterfly does before she dies? Tell students that they are going to watch a video showing the changes that happen to several different organisms over the course of their life cycles. They will see a tadpole develop into a frog, a nymph develop into a dragonfly, and a caterpillar develop into a butterfly. Have students watch the Metamorphosis: Change of Plans video as a class or in groups of three. Tell them to pay close attention so they'll be able to describe the changes that occur.

2. If you haven't already done so, divide the class into groups of three. Distribute one copy of the Life Stages Cards (PDF) handout to each group. Assign each person in the group a different animal represented in the handout: frog, dragonfly, or butterfly. Then have someone in the group cut along the dotted lines to separate the cards.

Have students watch the video again and then arrange the Life Stages Cards (PDF) in the correct order to show the life cycle of their animal. (Make sure they arrange the cards in a circle.) Instruct group members to explain the life cycles of the different animals to each other and discuss their similarities and differences. Finally, have students glue their cards to a piece of colored paper and draw arrows between the stages to show the cycle of life.

3. Have students watch the Metamorphosis: Change of Plans video one more time, listening for answers to the following questions about their animal:

How long do the changes take?

Where do the babies live? Where do the adults live?

Do the babies eat different things than the adults?

4. As a class, discuss the questions above and those that follow:

What physical changes must occur in order for an organism to be able to move to a different part of the habitat and begin eating different things?

How are the life cycles of the three organisms similar? How are they different from one another?

Why do you think the developmental stages of an organism are arranged in a circle?

5. Refer to the stages in the human life cycle discussed in the previous lesson (App Exception: tdc02.sci.life.cyc.lp_lifestages) and ask students if there are comparable stages in the life cycles of frogs, dragonflies, and butterflies. Which stages of frog or insect development might correspond to the child, teenage, and adult stages in the human life cycle? How does the development of frogs and insects differ from that of humans and animals like dogs, cats, and pigs? Point out that frogs and insects develop new body parts (like lungs and wings) and change body shape as they mature. This process is called metamorphosis.

6. Optional: Have students observe the development of chicks, butterflies, or frogs in the classroom.

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Life Cycles of Frogs, Dragonflies, and Butterflies

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This lesson deepens students' understanding of the similarities and differences in the life cycles of organisms. The lesson begins with a reading of Eric Carle's The Very Hungry Caterpillar Next, students use a video to study the developmental stages of frogs, dragonflies, and butterflies.

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S2P1. Obtain, evaluate, and communicate information about  the properties of MATTER and changes that occur in objects.

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S2P1. Obtain, evaluate, and communicate information about  the properties of MATTER and changes that occur in objects.

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What are the properties of matter?
How can you describe an object according to its PHYSICAL properties?
How can you describe the changes of matter that occur in an object?
How can matter be changed physically?
https://www.youtube.com/watch?v=gSmW8YiJWfw

How does matter change when heated or cooled?
https://www.youtube.com/watch?v=mh8rZnrB6UE

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Solid Liquid Gas - 3 States -matter -www.makemegenius.com ,one of the Best Indian Education Website

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S2E2. Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth.

Can you predict why the babies cannot escape their shadows? Can you predict the position of the sun in each of the examples? Why was the dad's shadow longer than the child's shadow? Can you predict what time of day it is based on the example? Why can you see a shadow at night?

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Life Cycles

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SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non living objects are grouped.

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SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non living objects are grouped.

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What is the difference between living and non-living?
Can you give an example of another living and non-living thing?
https://youtu.be/BN0VwKQorhk

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Similarities and Differences of Offspring

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Similarities and Differences of Offspring

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SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.

c. Ask questions and make observations to identify the similarities and differences of offspring to their parents and to other members of the same species.

1. How are the mommy and the baby kangaroo alike?
2. How are the mommy and the baby kangaroo different?
3. How is the mommy kangaroo taking care of the joey?
3. Why do you think the joey wants inside of the mommy's pouch?

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mommy and baby animals videos for kindergarten - Bing video

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Baby Farm Animals Alphabet Videos for Kindergarten Sea Animals Videos for Kindergarten Videos for Preschoolers Farm Animals Barbie Baby Animals Zoo Animals for Kindergarten Preschool Animal Videos Funny Animal Videos for Facebook Mom and Baby Wild Animals Preschool Activities for Baby Animals Need Fir Animals Baby Animal Cute Baby Animals

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SKE1. Obtain, evaluate, and communicate observations about time patterns and objects in the day and night sky.

Did anyone see the full moon last night or this morning on their way to school?  How did you know it was night time when you saw it? What other things can you see at night in the sky?

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SKE2. Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air).

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SKE2. Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air).

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Describe what you see in the picture.  How many different things do you see?  Why do you think that the water is brown in certain spots?

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S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.

Questions:
1. Can you predict if this plant will survive?
2. Where are some other places plants can grow?
3. Do you think this is a good place for plants?

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S1P1. Obtain, evaluate, and communicate information to investigate light and sound.

Questions:
(Photograph) Where was the person standing when they took the photograph?
(Video) What causes the shadows to change?

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Physics Phenomenon: Shadow Blister Effect

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Sound Waves S1P1D Conduct and explain supported by evidence that vibrating material can make sound and that sound can make materials vibrate. 

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Sound Waves S1P1D Conduct and explain supported by evidence that vibrating material can make sound and that sound can make materials vibrate. 

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What causes the water to move?   What would cause the motion to stop?    What if the glass was not on the speaker?

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Bill Nye Sound Waves Sound Wave Maps Sound Wave Video kHz Understanding Sound Waves Sound Waves Experiment Sound Waves Animation Mudic Video with No Sound Wave Sound Wave Projects Videos How to Make Sound Waves Videos About Waves Sound Waves Burning Gas Video Wave Sounds YouTube Sound Waves in Water Sound Waves Music Sound Waves How to View

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S1P2. Obtain, evaluate, and communicate information to demonstrate the effects ofmagnets on other magnets and other objects

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S1P2. Obtain, evaluate, and communicate information to demonstrate the effects ofmagnets on other magnets and other objects

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Can you predict why the slime is attracted to the magnet? Would the slime attract other magnetic objects? What do you think is in the slime? Would all slime do the same thing?

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Can you predict the motion of the baby in the swing after the mom pushes?  What does the mom have to do to make the baby move in the swing? What does the mom do to make it stop? What if two people push the swing, with the same force, in opposite directions?  Would it still move?