# data[].attributes.headline
Resource: New England Aquarium School Programs

# data[].attributes.subject
Resource: New England Aquarium School Programs

# data[].attributes.body
Resources: The NE Aquarium has a program where trained individuals will do classroom visits with marine animals of all kinds - the tide pool visit allows students to physically interact and observe the animals while also interacting with professionals in the science field (museum workers)

# data[].attributes.attachment_link.readable_text
School Programs

The Aquarium helps teachers reinforce classroom curricula through field trips and engaging traveling educator programs.

Traveling Education Programs

Bring ocean education into your school with our Traveling Education outreach programs. We offer a variety of learning opportunities suitable for classrooms, school assemblies, or even a special school events for students, families, and friends.

Field Trips

Aquarium field trips are a fun and engaging way to reinforce lessons learned in the classroom. We can help you plan your field trip so your students get the most out of their visit.

# data[].attributes.attachment_link.description
School Programs The Aquarium helps teachers reinforce classroom curricula through field trips and engaging traveling educator programs. Bring ocean education into your school with our Traveling Education outreach programs. We offer a variety of learning opportunities suitable for classrooms, school assemblies, or even a special school events for students, families, and friends.

# data[].attributes.body
Tool: This app will allow students to enter into various environments - this one provides a look into how you might explore the arctic environment and interact with the different animals there. The students can utilize this to explore the environment and to interact with it using technology - this can be an independent process while other students are working on texts or other activities with the teacher.

# data[].attributes.attachment_link.title
Learn about animals in the most extreme parts of the world with MarcoPolo Arctic

# data[].attributes.body
Resources: This video has various clips of animals and the sounds that they make in the rainforest environment. It has labels for each type of animal translated into multiple languages and could provide for an interesting listening experience for the learner.

# data[].attributes.attachment_link.title
Rainforest Animals for Children – Jungle Animal Sounds and Rainforest Wildlife

# data[].attributes.body
Tools: Discusses/Illustrates different kinds of weather, provides explicit instruction on cloud formations.

# data[].attributes.headline
Resources/ What I learned: Solar eclipse Meme

# data[].attributes.subject
Resources/ What I learned: Solar eclipse Meme

# data[].attributes.body
Resources/What I learned: Cartoon depiction of a solar eclipse, ask students if they can explain what is happening.

# data[].attributes.headline
Resources/What I learned: Another Solar eclipse meme

# data[].attributes.subject
Resources/What I learned: Another Solar eclipse meme

# data[].attributes.body
Resources/What I learned: Something students might enjoy during a unit on solar eclipses - ask them to describe what is happening

# data[].attributes.headline
Resource: Extreme weather activity (Earthquakes)

# data[].attributes.subject
Resource: Extreme weather activity (Earthquakes)

# data[].attributes.body
Resources: Students can understand the impact of earthquakes on our daily lives by attempting to build an earthquake-resistant structure. We will simulate earthquake conditions on classroom surfaces, students must reason why their design will allow their structure to remain standing.

# data[].attributes.attachment_link.title
STEM-Works - Earthquakes Activities - Build an Earthquake-Proof Structure

# data[].attributes.attachment_link.description
Students will construct a structure out of drinking straws to see if it can withstand an earthquake. Students will learn about the concepts o...

# data[].attributes.headline
Strategies/ What I learned: Total Eclipse Instruction Ideas (Crossover Science/Math)

# data[].attributes.subject
Strategies/ What I learned: Total Eclipse Instruction Ideas (Crossover Science/Math)

# data[].attributes.body
Strategies/What I learned: Math/Science connectedness through activities on total eclipses. Students will gain practice in math skills of rate and aspects of time by calculating the rate at which an eclipse occurs, allowing them to better conceptualize the eclipse.

# data[].attributes.attachment_link.readable_text
Use these resources to explore the science, math, and literature associated with the eclipse and general astronomy

Ages 4-11

Ages 10-14

Ages 13-18

Big Sun, Small Moon

Use a paper plate and coin to investigate how a much smaller moon can eclipse the large sun. (Lawrence Hall of Science, DIY sun Science)

Measuring Angular Size and Distance

Build a shoebox solar eclipse simulator. Explore distance and proportions between the Earth, moon, and sun and investigate angular size and paths of totality. Good math connections. (NASA CONNECT, Path of Totality)

Eclipses and Moon Phases

Investigate how Einstein needed a total eclipse in order to demonstrate how the sun's mass bends the light from a far away star. Good history connection and use of source documents - newspaper article from 1919. (NASA GSFC)

Ages 10-14

Ages 13-18

Ancient Eclipses and Length of Day

Math activity comparing track of a solar eclipse in Babylonian times to calculate the rate at which the day is lengthening over time. (NASA SpaceMath problem #7, see page 24 of PDF document).

Moon orbits the Sun

Construct a model to demonstrate the moon's orbit around the sun. Learners will also compare the strengths of the gravitational forces exerted on the moon by the sun and by the Earth.

(PUMAS)

Earth's Orbit activities

Build a pin-hole camera out of a shoe box to calculate the size of the sun (NASA's Eye on the sun, p 21)

Pinhole Projector

Construct a pinhole projector to project an image of the sun, observe and record the size of the projected image, and calculate the diameter of the sun using the measurements and a known distance to the sun. ( Touch the sun, Chabot Space Science Center, pg 64)

Our Star the Sun
Part of a larger unit on the sun, this site includes lots of activities about the sun with Language Arts and Math connections. Learners can construct a model of the sun, Earth, and moon motions, observe and manipulate the 3-D models, and simulate the movement of these bodies during an eclipse. Activities culminate with a book of all the student work - including wonderful art projects - great for portfolios. (University of California, Berkeley - Project FIRST)

Native American Folklore
Explore folklore about the sky from native America as language arts and history connections. Those specific to the sun include Raven and the sun, Three-legged Rabbit, Coyote and Eagle Steal the sun and moon, Boy and the sun, sun and Her Daughter, Spider and the sun, Little Brother Snares the sun, One Who Walks all Over the Sky, Fifth World.

Cultural Myths about the Sun and Moon
https://www.windows2universe.org/mythology/planets/Earth/moon.html
Many cultures around the world have interesting myths about the sun and the moon, reflecting their importance to daily life. Discover some of the interesting beliefs of early civilizations. Compare and find similarities between different myths and cultures.

Medicine Wheel Solar Calendar and other explorations in Archaeoastronomy
This collection from the Chabot Space Center offers great activities for the whole family- such as making an ancient calendar with sidewalk chalk. This resource introduces the basics of Earth and Sun motion and provides great connections to math, and Native American history (pages 15-30). Continue the activities throughout the year and track the equinox in September and March and the solstice in December. Additional activities include an Indoor Solar Calendar (pages 31-44) and Birthday Beam (pages 45-56). Both are great family activities for building a family birthday calendar.

# data[].attributes.attachment_link.description
Total Solar Eclipse 2017 - On Monday, August 21, 2017, all of North America will be treated to an eclipse of the sun. Anyone within the path of totality can see one of nature's most awe inspiring sights - a total solar eclipse.

# data[].attributes.headline
Resources/What I learned: Moon Phase Calendar/Calculator (NASA)

# data[].attributes.subject
Resources/What I learned: Moon Phase Calendar/Calculator (NASA)

# data[].attributes.body
Resources/What I learned: Resource from NASA for upper elementary/middle school students. Students create a disc that allows them to "scroll" through the moon phases and calculate what is coming - minimal materials!

# data[].attributes.attachment_link.readable_text
Have you ever wondered when the next full moon will be? How about the first quarter moon? Now you can have all the dates and times for all the moon phases for the year at your fingertips by building your own Moon Phases Calendar and Calculator!

# data[].attributes.attachment_link.title
Make a Moon Phases Calendar and Calculator Project | NASA/JPL Edu

# data[].attributes.attachment_link.description
Have you ever wondered when the next full moon will be? How about the first quarter moon? Now you can have all the dates and times for all the moon phases for the year at your fingertips by building your own Moon Phases Calendar and Calculator!

# data[].attributes.body
Resources: Good introduction to observation through touch, students must guess what object might be in their mystery box through feeling it and using background knowledge to make inferences.

# data[].attributes.attachment_link.description
Smaller, 1" x 1" x 2" plastic boxes with plastic and wood barriers and ball bearings were used quite successfully in ENSI and SENSI demonstration lessons. The boxes were obtained from a plastics store in Northern California. There are 8 colors available, but that is no longer the case.

# data[].attributes.body
Tools/What I learned: Similar to the simulation we did in class, allows students to move through the process of the eclipse and understand the timing/phases that occur.

# data[].attributes.body
Tools: An idea for an extension of the lesson we have planned for Mission grammar - understanding that function = food choice and being able to match the beak/bill type to the food it would allow the bird to eat

# data[].attributes.body
Resources: Lesson that allows students to explore the needs of living things through use of technology (series of videos) and apply their skills by drawing an animal in a situation that fulfills their needs.

# data[].attributes.attachment_link.readable_text
Lesson Summary

Overview

In this lesson, students watch video clips of animals and plants in their natural environment, to gather evidence that all living things have basic needs that must be met in order to survive. Then, to illustrate their understanding of this concept, students draw pictures of real or imaginary pets eating, drinking, breathing, and taking shelter (from the elements or from other animals).

Objectives

Understand that in order to survive, animals need air, water, food, and shelter, and plants need air, water, nutrients, and light

Identify the ways in which an organism's habitat supports its basic needs

Recognize that organisms cause changes to the environment in which they live

Grade Level: K-2, 3-5

This lesson is appropriate for students in all elementary grades. Activities, multimedia resources, and materials for students in grades 3-5 are specially designated.

Suggested Time

Three 30- to 40-minute blocks

Multimedia Resources

For students in grades 3-5:

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

Materials

Plain white paper, Crayons or markers

For students in grades 3-5:

Before the Lesson

For students in grades 3-5:

Make a copy of the handout for each student.

Background Information

In order to survive, animals need air, water, food, and shelter (protection from predators and the environment); plants need air, water, nutrients, and light. Every organism has its own way of making sure its basic needs are met. It is important that young children be given the opportunity to recognize these needs by observing and then describing the natural world.

The Lesson

Part I

1. Have students brainstorm answers to the following questions:

What do living things need to stay alive?

What do you need? What do your pets need?

What do plants need?

Record students' answers on easel paper or on the chalkboard.

2. Show students the What Do Animals Eat? video. Ask:

Why do animals need to eat?

What kinds of things do they eat?

Do all living things eat?

Do plants eat?

Explain that animals need to eat for energy; plants don't eat but they still need energy. Ask:

"Where do plants get energy?

3. Have students watch the Beavers video. For students in grades K-2, alert them to look for things that beavers need to stay alive.

For students in grades 3-5, distribute a copy of the handout. Have students record the needs of the beavers as they watch the clip.

4. Discuss the following questions:

What do beavers need to stay alive?

Where do they get what they need?

What changes do beavers make to their environment?

How do the beaver's activities help other organisms living in the same environment?

Part II

5. Have students in grades K-2 watch the Biome in a Baggie video. Tell them to look for things that plants need to stay alive.

Have students in grades 3-5 watch the Photosynthesis video. Then have them answer the two related questions on the handout. Encourage them to watch the video multiple times.

6. Discuss the following questions:

What do plants need to stay alive?

Where does their food (energy source) come from?

How do plants absorb water?

What things do plants need that animals don't?

What things do animals need that plants don't?

How do you know plants are living things?

7. End this part of the lesson by asking students whether they want to make any changes to the list of basic needs compiled at the start of the lesson (in Step 1).

Optional Activity for Students in Grades 3-5

8. Both plants and animals need air. To help students understand that plants need carbon dioxide (a gas that animals exhale) and that animals need oxygen (a gas that plants produce), have students explore "The Cycle" feature within the Illuminating Photosynthesis Web activity. Focus on the gases plants and animals need, not on understanding the process of photosynthesis.

Have students explore the Web activity with a partner and work together to complete the handout.

9. Distribute white paper and markers or crayons to students.

10. Review the needs of living things.

11. Have students draw a picture of a real or imaginary pet. Tell students to show their pet enjoying food, water, air, and shelter -- having all its needs met. Label the "needs" represented in the drawing.

12. Optional:

Discuss how the needs of beavers might come into conflict with the needs of humans, using the following scenario: What would happen if beavers built a dam across [insert the name of a nearby river or stream]? How would it impact people in your town?

Have students make a Biome in a Baggie as described in the ZOOMSci video clip of the same name.

Have students plant some seeds and record the growth of the plants under different light conditions.

# data[].attributes.attachment_link.description
In this lesson, students watch video clips of animals and plants in their natural environment, to gather evidence that all living things have basic needs that must be met in order to survive. Then, to illustrate their understanding of this concept, students draw pictures of real or imaginary pets eating, drinking, breathing, and taking shelter (from the elements or from other animals).

# data[].attributes.body
Strategies: A series of possible lesson ideas surrounding making observations and coming up with explanations. Specifically, the exploring bouncing balls activity could be high interest to students - figuring out what properties of bouncy balls allow them to bounce so high - good practice in properties as well as the practice of reflection and explanation

# data[].attributes.attachment_link.title
Getting started: Sample starting activities

# data[].attributes.attachment_link.description
The following introductory activities can set the tone for the school year by presenting an accurate and engaging perspective on what science is really about. These activities involve students in aspects of science in a simple and exploratory fashion.

# data[].attributes.body
Quotes: Fun science jokes written by students that could be a fun way to prime the pump for science thinking if they relate to the lesson.

# data[].attributes.attachment_link.readable_text
Click the question to reveal the answer!
Jokes Submitted by Students
What is a tornado's favorite game to play?

What did the limestone say to the Geologist?

DON'T TAKE ME FOR GRANITE!

How do you cut the sea in half?

WITH A SEE SAW!

How do trees get on the internet?

How can you tell a tree is a dogwood tree?

What kind of hair do oceans have?

WAVY!

What did the tree wear to the pool party?

What kind of tree can fit into your hand?

Why was the bee's hair sticky?

Because he used a honey-comb!

Why did the firefly get bad grades in school?

He wasn't very bright!

What's worse than finding a worm in your apple?

Finding half a worm!

What goes zzub, zubb?

A bee flying backwards!

How do we know that Saturn was married more than once?

Because she has a lot of rings!

How did the astronaut serve dinner in outer space?

How do you stop an astronaut's baby from crying?

Where do astronauts leave their spaceships?

What do you call a fish without an eye?

Fsh!

When should you buy a bird?

When it's going cheep!

Where is a rabbit's favorite place to eat?

Ihop!

Why does a sea gull fly over the sea?

If it flew over the bay it would be a baygul!

What do you call a deer with no eyes?

Why did the dinosaur cross the road?

Because the chicken wasn't invented yet!

What was the first animal to go into space?

The cow that jumped over the moon!

What is the snake's favorite subject?

Why was the ant so confused?

Because all his uncles were "ants!"

What do you get when you cross a caterpillar and a talking parrot?

What do you call a fly in your butter?

Butterfly!

Why did Mickey Mouse go to space?

Why don't aliens eat clowns?

Because they taste funny!

What is an Astronaut's favorite key on the keyboard?

What do astronauts like to read?

What does a skeleton say before he eats?

How do you make a tissue dance?

Put a little boogie in it!

What did the baby corn ask the mother corn?

Where is pop corn?

What runs faster, cold or hot?

Hot, because you can catch a cold!

What do you call a pig who knows karate?

Porkchop!

What has a bed that you can't sleep in?

What did one leaf say to another?

How did Ben Franklin feel after discovering electricity?

Shocked!

What did the thermometer say to the graduated cylinder?

"You may have graduated but I've got many degrees!"

What is a rocks favorite cereal to eat?

Why did the germ cross the microscope?

To get to the other slide!

How do Scientists freshen their breath?

What did the Atlantic Ocean say to the Pacific Ocean?

Nothing, Oceans don't talk... they just WAVE!

What did the Atlantic Ocean say to the Indian Ocean?

Try and be more PACIFIC!

What do computers like to eat?

Chips!

What can run, but cannot walk?

Water!

Why did the scientist take out his doorbell?

He wanted to win the no-bell prize!

Why didn't the skeleton go to the ball?

Because he had no BODY to go with!

Why didn't the skeleton cross the road?

He didn't have the guts!

# data[].attributes.attachment_link.description
Jokes Submitted by Students DON'T TAKE ME FOR GRANITE! WITH A SEE SAW! WAVY! Because he used a honey-comb! He wasn't very bright! Finding half a worm! A bee flying backwards! Because she has a lot of rings! Fsh! When it's going cheep! Ihop! If it flew over the bay it would be a baygul!

# data[].attributes.body
Quotes/Resources: Science jokes that could be good for older students, or as a challenge exploration for younger students - instead of explaining a topic as an exit ticket they could try and explain the joke as if they were talking to someone who didn't understand it

# data[].attributes.attachment_link.title
20 Funny Science Jokes, According to Someone Who Once Got a B-Minus in Biology

# data[].attributes.attachment_link.description
The Reader's Digest humor editor burned the midnight Bunsen burner looking for gags that would have had his school's science department howling.

# data[].attributes.body
Resources: Video for the Mission grammar lesson that explains the function of different mouth structures and how they relate to food sources - shows actual skeletal jaws as well as a snake using its fangs to successfully eat a rat

# data[].attributes.attachment_link.readable_text
Unhinged!

The environment plays a critical role in shaping the evolutionary changes that organisms undergo. For animals, food is one of the most important components of the environment. This video focuses on snakes and some of the most important adaptations of these remarkable creatures.

# data[].attributes.attachment_link.description
The environment plays a critical role in shaping the evolutionary changes that organisms undergo. For animals, food is one of the most important components of the environment. This video focuses on snakes and some of the most important adaptations of these remarkable creatures.

# data[].attributes.body
Resources: inspiration for Mouth structure lesson - explores how form leads to function and food sources for animals, lists the Unhinged! Video as a resource as well as other digital resources (pictures of animals with different mouth structures)

# data[].attributes.attachment_link.readable_text
In this lesson, students gather evidence to understand features that enable them to meet their needs. In particular, they examine the mouth structures of different animals to help them understand how animals are adapted to obtain food in their environment.

Understand that living things have features that enable them to meet their needs

Understand that specialized mouth structures enable animals to eat certain types of foods

Two 30- to 40-minute blocks

1. Animals have specialized mouth structures that help them capture, handle, and eat the food available to them in their environment. Have students examine the Bird Food stills, which show different types of birds eating different types of food. Ask:

How do different beak shapes help birds eat different kinds of food?

2. In pairs, have students look at the Bird Beak Gallery stills and guess what type of food each bird eats. Have them draw each bird beak and record their predictions on a piece of paper, then share them with the class.

3. Show students the Unhinged! video, which compares the mouth structures of humans and snakes. Discuss how the mouths of these organisms are specialized for eating certain types of food.

4. Have students look at the Animal Mouths stills and consider how the mouths of these animals are specialized to catch, chew, and swallow particular foods. As students look at each picture, have them imagine what kind of food that animal eats. Tell them to look at the shape, for example, of the mouth, tongue, jaw, and teeth for clues.

# data[].attributes.attachment_link.description
In this lesson, students gather evidence to understand features that enable them to meet their needs. In particular, they examine the mouth structures of different animals to help them understand how animals are adapted to obtain food in their environment.

# data[].attributes.body
Resource: Online format of the NGSS standards - provides access to important cross cutting concepts (to list if using some of the resources on here) as well as the disciplinary core ideas

# data[].attributes.attachment_link.description
To learn more about the standards, click here. To learn more about the NGSS Appendices,click here.

# data[].attributes.body
Tools: Multitude of ideas on more artistic representations of scientific phenomena (dropping food coloring into a vase of water through shaving cream). Strong idea for formative assessment where students create an artistic creation of precipitation with a written explanation (ELA crossover)

# data[].attributes.attachment_link.readable_text
SIX. That is how many more school days we have until summer! This year went by crazy fast when I really sit down and think about it. We've been trying to make the end of the year as fun and memorable as we can, and I just wanted to show you a few things we've been up to since I last posted. This post is going to be kind of random, based on photos I have on my phone :)

We learned all about weather, clouds, and the water cycle! You can click here or here for more detailed posts from the past :)

We used shaving cream and food coloring in a vase of water to demonstrate what happens when the clouds get heavy and precipitation happens.

The kiddos wrote and illustrated the steps of the water cycle. ﻿

We read some books, including The Cloud Book, to learn about different kinds of clouds. Then the kids made their own little cloud people and wrote about the characteristics of each cloud.

Our students, their families, and our PTA spoiled us during Teacher Appreciation Week! We definitely felt the love with all the sweet cards, flowers, gift cards, gifts, colored copy paper {11 packs!!!} and TONS of snacks!!

We are currently learning alllll about animals, and the kids are super interested! We have so many awesome nonfiction books that we are reading to them and they are loving them! We've learned about different habitats, so the kids made a little foldable/flip book thingie to compare four of the land habitats {woodland forest, rainforest, desert, and arctic habitats}.

We've also started our final countdown! We got started late, so our countdown started this past Tuesday. Each day we pop a balloon﻿ and there is a special activity or treat for the class. The first day was to chew bubblegum {which we can't do normally!} Yesterday was sit by anyone at lunch, and today was sidewalk chalk day!

We are using this as an incentive for behavior and getting work done. We all know that the end of the school year can be hard, and we had to do something to save our sanity :) If they get a negative on Class Dojo or have any incomplete work, they cannot participate in that day's activities. And let me tell you, it has helped tremendously!!! We are thinking we should've started our countdown earlier, haha. But the kids don't want to miss out, so they are really trying.

Do you have my Amber Brown is Not a Crayon Novel Study? Well, I made a Gooney Bird Greene Novel Unit that goes along perfectly with it! There are a lot of the same skills in both units, so it makes it perfect to have both books going on at the same time during your literature circles. It would also be super easy to implement the activities if you are doing it as your chapter book read aloud. You can check out this novel unit by clicking the picture below!

Click on the pictures below for a preview of some of the pages in this 39 page unit. Some of the skills that it hits are comprehension, cause/effect, visualizing, character traits, problem/solution fact/opinion, nouns/verbs/adjectives, common/proper nouns, and lots more!

Have a wonderful Friday, and hopefully summer isn't too far away for you!!﻿

# data[].attributes.attachment_link.title
Catch Up Time! Plus a NEW Gooney Bird Greene Unit!

# data[].attributes.attachment_link.description
SIX. That is how many more school days we have until summer! This year went by crazy fast when I really sit down and think about it. We've been trying to make the end of the year as fun and memorable as we can, and I just wanted to show you a few things we've been up to since I last posted.

# data[].attributes.body
Tools: Possible way to organize student science journals, create a science tab-it for each unit that can hold the students various experiences, drawings, and observations during that unit - promotes organization in the scientific process.

# data[].attributes.attachment_link.description
Hi Friends… I hope this post finds you well and enjoying your summer break. I just returned home from a relaxing vacation in Punta Cana! It was a tons of fun an