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Evaluate
I would have students take a pop quiz over the material covered to assess the mastery of the content.

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Elaborate
I would have students take the information they learned from virtual field trip and have them come up with their own project or "field trip" over the subject.

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Explain
I would have students write about what they have learned from the virtual field trip or make a video which ever they chose to do!

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Explore
I would have a virtual field trip the students could go on to learn about different things

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Engage
I would play a sneak peak little video over what we were covering without it going too in depth with new information we have covered.

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Carrie Norman- Have students explain to students what their brochure contains and score them on the rubric with 80% accuracy.

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Carrie Norman- I would have the students make a brochure using a rubric to assess their comprehension of what they learned.

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Carrie Norman- I would have students make a recording of what they learned on the virtual field trip.

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Carrie Norman- Having students go on a virtual field trip

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Carrie Norman -showing students a flocabulary on the content to get them excited.

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Explore

Find various virtual field trips for students to explore.

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Evaluate
Use a Google forms to create an exit ticket asking the students what they learned, liked, didn’t like, and feedback on activities and resources used.

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Elaborate
Allow the students to come up with their own science experiments either individually or in groups of three and create a virtual science fair.

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Explain
Use Google slides to make a presentation to use while having a discussion over the topic which would ensure that the students understand the material seen in the Explore stage.

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Explore
Use a virtual lab and have students answer probing questions out loud or on a virtual science journal connected to the lab.

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Engage
Use Google jamboard to make KWL slides that the students can add to with the sticky notes feature.

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Evaluate
Students in each group can then share their findings to the rest of the class and how they came to that conclusion as a group.

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Elaborate
Students could go back to each station one more time to collect further data. If they decide they have a different hypothesis from the first time, they can change it.

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Explain
Once the students collected all of their data, they can then draw a conclusion and explain what they learned from their gatherings.

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Explore
Students can work in groups to conduct a series of investigations in where they could possibly search for clues.

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Engage
I would introduce my students to a subject with something they like to engage them (e.g. a kahoot game).

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I can have students do a Kahoot to gauge their knowledge of the information.

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I could have the student use an online graphing tool to graph their data and come up with explanations as to why they think it turned out that way.

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You can show a video that explains the topic and have your students do virtual group experiments.

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You could do a virtual experiment to show your students and ask students probing questions to get their mind thinking.

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Showing a video that sparks student interest, but does not introduce any content.

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Students will then take a Kahoot quiz. To see if mastery of the subject was achieved

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After the lesson is complete, the students will fill out an Exit Ticket in Google Forms and submit it to the teacher for a participation grade.

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students will follow conduct their own project and collect data for further understanding

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After the students have created a piece of work that presents their information and explored on their field trip, they will be asked to bring their findings and create a classwide table with all information. All data will be recorded here. The teacher will then discuss and elaborate on their findings.

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have the students get into groups to discuss what they have learned from the virtual trip. Each student will go over something different they learned and share.

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students will go on a virtual field trip or have them go on a real field trip

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students will start off by watching a video of the topic at hand.

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I could assess the students understanding by having them explain what they explored in their field trip. I would ask them to create a document using Canva to provide us with information.

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I could have the students go on a virtual or face to face field trip. If virtual, they will have the option to explore the website for information. If face to face, the student will be allowed to explore the perimeter of where they are.

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I could provide the students with four center like activities for them to complete to get them engaged.

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I would have students respond to open-ended questions. They will use their observations, evidence and previous explanations to answer their questions. I could provide these questions in seesaw and students could comment their answers.

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After students have gone through the explain phase they can use what they know to conduct another experiment. They will record this data.

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I would have students compare their thinking before the explore stage to after the explore stage. I could allow students to share their thoughts on Seesaw and they could comment on other peoples posts.

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Students will plan and conduct investigations. They will observe, describe, and record their data.

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I would provide students with either a hands on activity or a visual to watch to get them engaged.

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I think I would use kahoot with my students and use that before tests to review

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I think I would use kahoot with my students and use that before tests to review

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Have students think freely as they are completing a hands-on experiment. Students are to practice making hypotheses and testing them.

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Find a hands-on activity that gets the students excited to learn more about the topic.

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Have a discussion over the topic, and use Nearpod to get the students involved in a vocabulary matching game to further explain formal definitions. Ensure that the students understand the information from the explore phase.

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Now that students are aware of formal explanations, new labels, and definitions, students can participate in another experiment that furthers their knowledge from the explore experiment. Students can record their data and observations.

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I would have students self-assess their learning by writing in their journal new things that they learned from the experiment. Students would be expected to use vocabulary they learned from the explain phase.

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Lay out a variety of objects and have students write down any questions they have about the objects, what they think we will be using the objects for, or if the objects have anything in common

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students can design their own activity to explore the concept of density using the new information they have acquired.

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I will create a google form style quiz.

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Students could work in group and report information using jamboard

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FLOCABULARY

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Virtual experiment that may not be safe for students.

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Provide a video that students will discuss and demonstrate what prior knowledge they have

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Students can show what they have learned by creating a video respond of what they have learned and by answering questions that would be provided.

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Students could be involved in a class blog were students would be able to showcase their data. But also be able to respond to others and elaborate on other students results and post.

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Provided a video that talks more in depth about the topic being learned.

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Have students do an outdoor lab while using technology to collect the data they would be needing.

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Provide students with a music related video that talks about the content but does not go over it. It would allow students to move around and have fun.

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Students can respond to a discussion prompt about the topic you are teaching to demonstrate understanding.

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A video describing what density is with definitions and formulas.

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Understanding Density

Pillow fights are a lot of fun. Pillows are usually filled with soft, fluffy stuffing, like feathers. Feathers are ideal for pillow fights because they have a low density - they don't hurt much when you swing a pillow filled with them at your friend. In this lesson, we will learn about density and observe the density of objects like feathers, cotton candy and bricks.

Density is a word we use to describe how much space an object or substance takes up (its volume) in relation to the amount of matter in that object or substance (its mass). Another way to put it is that density is the amount of mass per unit of volume. If an object is heavy and compact, it has a high density. If an object is light and takes up a lot of space, it has a low density.

So, if we know the volume and mass of an object, we can calculate the density using the equation density = mass / volume.

Finding Mass and Volume

Mass

How do we go about finding those two properties of matter? Let's start with mass, which we've learned is a measurement of the amount of matter in an object or substance. Mass is very important because it's a universal measurement - it's used by scientists all over the world and even astronauts on the International Space Station. That's because, unlike weight, mass doesn't change due to changes in gravity. A huge block of ice, for example, weighs much less in space because of lower gravity, but its mass is always the same.

Mass is measured in grams (expressed as g) and kilograms (expressed as kg). We typically use a balance to measure mass, but we can also find mass by measuring the Earth weight of an object with a weight scale. Then, scientists can calculate the mass by applying a complex formula that divides the weight by the force of gravity.

Volume

Volume - how much space an object or substance takes up - is measured in cubic meters, but you'll more commonly see it in the simplified form of liters (expressed as L) and milliliters (mL). We often use measuring cups (like the ones in your kitchen!) to find out how much volume a substance has, though we can also find the volume of an object by measuring its sides.

We would say a couch has more volume than a chair, because a couch takes up more space. Imagine your bathtub filled with sand and your bathroom sink filled with sand - the bathtub sand would have a lot more volume (would take up a lot more space) than the sink sand.

Examples of Density

Let's practice our newfound knowledge of density to find and compare the density of common objects.

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density lesson for kids: definition & facts - video & lesson transcript | study.com

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Density Lesson for Kids: Definition & Facts - Video & Lesson Transcript | Study.com

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Pillow fights are a lot of fun. Pillows are usually filled with soft, fluffy stuffing, like feathers. Feathers are ideal for pillow fights because they have a low density - they don't hurt much when you swing a pillow filled with them at your friend.

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PBS Learning Virtual Labs: This can be used to complete virtual labs such as a density lab.

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I could give students the opportunity to participate in a Kahoots game that test each students understand and gives me the teacher the opportunity to see how fast and well students can identify what they learned.

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Students would create there own scrapbook that addressed the topic in deeper depth. Students would be expected to say more then why the topic is what it is. Ex: if Students were describing a traffic light they would need to say more then green means go red means stop.

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This is where I’d want to show a video that interactive and fun that explains the topic and addresses key concepts and supports them.

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Provide students with the opportunity to go on a virtual or real field trip that will give them the opportunity to see things and build curiosity and questions.

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Provide students  with a fun game that allows them to get up and interact with the topic gaining their interest and engaging them.

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Update: You should be able to add post/pin content now with the "+" button. The settings on the original link was initially off, my apologies. 

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Update: You should be able to add post/pin content now with the "+" button. The settings on the original link was initially off, my apologies. 