https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp by Gracie Griffith en-us 2020-11-26 02:07:21 UTC 2020-11-29 19:30:32 UTC hello@padlet.com hannahgracegriffith https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/962141811 Standard 1: Conduct experiments to provide evidence that vibrations of matter can create sound and sound can make matter vibrate 

Activity: Do You Hear What I Hear?

Overview: 
Engage- Students play the game "Telephone"
Explore- Students create a sound device from a piece of string & paper cups. Students test their devices by speaking and listening through their devices with a partner.
Explain- Teacher uses the words "vibrate" and "sound waves" to explain how sound travels through the paper cups and string.
Elaborate- Students continue using their devices, as well as draw pictures of their devices and label what each part is doing, using new vocabulary and understanding.
Evaluate & Assessments- The teacher could use informal assessment as he/she listens to discussions and observes student work. For a formal assessment, the teacher could use a rubric to assess if students understand the structure and function of their sound devices.

Reengagement- 
With the content that this activity addresses, there will be students who grasp it quickly, as well as students who struggle. To reengage gifted students, I would provide extra materials for students to test other than yarn, observing what differences they find in the sound quality. For struggling students, I would guide them through designing their sound device. I would also provide a word bank for them to use to label their devices.]]> 2020-11-26 02:11:26 UTC https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/962141811 hannahgracegriffith https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/962182177 Standard 2: Construct explanations from observations that objects can be seen only when light is available to illuminate them

Activity: Let's See It!

Overview:
Engage- I would begin by asking students if they prefer to sleep in complete darkness or with a light on. Each student will receive a sticky note and place their responses on a chart paper graph into the category they choose. I will have them discuss with each other about where they placed their sticky note and why they think things look differently in the dark.
Explore- Students will alternate between two centers. In the first center, they will create a shadow puppet out of cardstock paper and a craft stick. Students will use flashlights to make their puppets make shadows. They observe what makes shadows bigger and smaller. The other center will use a Mystery box. The box will have different items in it. Students will observe what they see in the box with just a little light verses with a lot of light. 
Explain- After completing the centers, there will be a class discussion. I will ask questions like, "What happened to the shadow when you moved the puppet closer to the flashlight?" and "When you used the mystery box, when were you best able to see the items in the box? When could you not see the items at all? Why do you think that is?" I will then explain that  light must touch an object for us to be able to see it. I will explain this further using a demonstration of how the sun illuminates the moon for us to be able to see it.
Elaborate- Students will return to centers and explain to a partner how their puppet shadow works and why they can see an object better when more light is present.
Evaluate and Assessment- Along with informal assessments throughout the lesson, students will answer the question, "How does light affect what we see?" with writing and illustrations. A rubric will be used to assess students answers.

Reengagement:
Gifted students- To reengage gifted students on this topic, I could have them dive deeper into the content. For example, they may learn the names of different phases of the moon and how light affects each one.
Struggling students- To reengage struggling students, I would use books such as "Light Helps Me See" or "All About Light" to help reinforce connections between light and sight either one-on-one or in a small group. ]]> 2020-11-26 02:36:23 UTC https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/962182177 hannahgracegriffith https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/963954084 Standard 3: Investigate materials to determine which types allow light to pass through, block light, or reflect light 

Activity: Can You See Through?

Overview:
Engage- Students have the opportunity to explore materials such as flashlights, Light Brites, kaleidoscopes, X-rays, texts on light, etc. Students will discuss what light is, where it comes from, and what it is used for.
Explore- Students go outside and experiment with placing objects in front of Solar Panels and charting what happens with each material, such as if light passes through it or if it can reflect.
Explain- Students will discuss their finding and the teacher will define words such as opaque, translucent, and transparent, and show examples of each one.
Elaborate- Students will return to their materials and label each material opaque, translucent, or transparent. They will brainstorm other items that could fall into each category.
Evaluate and Assessments- Along with ongoing informal assessments throughout the lesson and activity, the recording sheet where students label each item could be used as an assessment.

Reengagement:
Gifted students- Students could predict if light will pass through different objects and use chrome books to look up if their predictions were true.
Struggling students- I would reengage struggling students by allowing them to complete a sorting activity either one-on-one or in a small group. There would be pictures of different items and they sort them into items that allow light through them and do not pass light through. This would reenforce learning.]]> 2020-11-26 17:00:15 UTC https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/963954084 hannahgracegriffith https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/963985665 Standard 4: Design and construct a device that uses light or sound to send a communication signal over a distance 

Activity: Create a Code

Overview:
Engage- We will begin with a class discussion of ways that we communicate with each other. I will bring up the example of how Batman's signal is shown in the air when he is needed.
Explore- Students will split into two centers- one that explores communication through light signals, and the other that explores communication through sound signals. Their challenge will be to come up with a code to communicate over a distance. They may use flashlights, cups, and a variety of other materials. They may create a sound or sight for "help," "hello," etc.
Explain- Students will share their codes with the class. The teacher will define vocabulary such as "vibration," "sound waves," "light rays," and "shadow." The teacher will also introduce real-world examples such as Morse Code.
Elaborate- Students will research other real-world examples through the reading of text and share them with others in their groups.
Evaluate and Assessment- The teacher will use ongoing informal assessments to assess if students are grasping concepts of light and sound. 

Reengagement:
Gifted students- These students could brainstorm their own ideas of light and sound communication signals, or research the inventors of existing communication signals.
Struggling students- To reengage struggling students, I would guide them through a sorting activity. I would present them with a communication signal idea. They would tell me if it uses light or sound, and how they think it would work. We would sort the signals into "effective" or "not effective."]]> 2020-11-26 17:16:08 UTC https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/963985665 hannahgracegriffith https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/964016005 Standard 5: Design a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs 

Activity: Surf the Web

Overview:
Engage- We will have a class discussion about things we catch and what we use to catch them. Students will also pair up to play the Velcro Ball Catch game.
Explore- Students will be given a paper bowl and yarn and be asked to create a design to catch fish. Students will test their designs by seeing if their "net" can hold up Swedish Fish.
Explain- I will explain the topic of Biomimicry, or the way we can use ideas from nature to solve problems. We will discuss how our nets relate closely to the way spiders spin webs to catch their food.
Elaborate- Students will visualize their nets as spider webs, and explore what spiders typically catch in their webs through the reading of text.
Evaluate and Assessments- Along with informal assessments gathered by the teacher throughout class discussions, students will also take a pre and post test on Biomimicry.

Reengagement:
Gifted students- To reengage gifted students, I would have them dive deeper into content by thinking of more examples of Biomimicry. Students could create models of their ideas.
Struggling students- To reengage struggling students, I would work with them either one-on-one or in a small group where I retaught the definition of Biomimicry and we looked at more examples together to reenforce the topic.

(This was the standard I taught on in the classroom, so I pulled info from my own lesson plan instead of a website source.)]]> 2020-11-26 17:31:23 UTC https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/964016005 hannahgracegriffith https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/964038723 Standard 6: Obtain information to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive 

Activity: Protect the Young

Overview:
Engage- We will begin with an activity where I show an animal on the screen and students identify it. For example, they will say, "Horse." I will ask, "Do horses have babies? If so, what are they called? What do they look like?" We will do this with several animals to get students thinking about animals and characteristics of their young.
Explore- Students will split into centers. Each center will be given a certain animal to explore. Their STEM challenge will be to model a behavior that their animal uses to care for their young. For example, they may create a pocket on their shirt out of paper that would be used to carry a young animal.
Explain- I will explain the different behaviors that each animal uses to care for their young and introduce new vocabulary.
Elaborate- Students will play a sorting game where they look for pattens between the different ways the animals care for their young.
Evaluate and Assessment- Along with ongoing informal assessment throughout class discussions and activities, students could also be given an assessment where they explain one characteristic that each type of animal uses to care for their young.

Reengagement:
Gifted students- To reengage gifted students, I would have them dive deeper into the content area. They may focus on one environmental area, such as how ocean animals care for their young.
Struggling students- To reengage struggling students, I may provide sentence starters that they can use in providing evidence from the lesson. I would guide them through how to use these sentence starters.]]> 2020-11-26 17:43:00 UTC https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/964038723 hannahgracegriffith https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/967391689 Standard 7: Make observations to identify the similarities and differences of offspring to their parents and to other members of the same species.

Activity: Create an Animal Using Traits

Overview: 
Engage- Students will complete a sorting activity, matching an adult animal to their offspring. After the sort, we will have a class discussion about how they chose their matches based off of characteristics they saw.
Explore- I will give students a Trait Table with a list of different traits and a white sheet of paper. The students will choose a trait for an animal to inherit from either their mom or dad's side. The student will draw their animal on their paper. This will allow students to be creative, either drawing an already-existing animal or creating a new one with the trait they choose.
Explain- We will have a class discussion where students share their animals. I will ask, "Will your animal look exactly like its mom and dad? Why or why not?" I will explain to students that even if animals come from the same parent, they may look different because they inherited different traits from the parents. I will show more examples.
Elaboration- Students will continue to explore traits and work on a Trait Card Sort.
Evaluate and Assessments- The teacher will be informally assessing students through their drawings and discussions.

Reengagement:
Gifted students- To reengage gifted students, I would have them draw sibling animals instead of just one animal and explain the ways they might look alike or different.
Struggling students- I would reengage struggling students by doing an example drawing for them to follow and we would talk through the different traits together. ]]> 2020-11-28 19:13:58 UTC https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/967391689 hannahgracegriffith https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/967721908 Standard 8: Observe, describe, and predict pattens of the sun, moon, and stars as they appear in the sky.

Activity: I See the Moon Predictions

Overview:
Engage- I would take students outside to observe the day moon. They will have a recording sheet where they record what position the moon is in and what it looks like. I will have them point to the north, south, east, and west. I will ask prompting questions like, "Do you still think the moon will be in the same spot later today when you get home?"
Explore- Students will make predictions of what patterns the moon makes in the sky. Students will draw out their predictions. They may draw that the moon goes in a circle, or draw the moon having different shapes. When they go home that evening, they will be asked to look at the moon and make some observations of where it is in the sky and what it looks like. 
Explain- Students will watch time lapse videos of both the sun and moon. I will explicitly teach the daily patterns of the sun and moon.
Elaborate- Students will create new drawings of patterns of the sun and moon based off of new learning. Students will also make predictions about where the sun or moon would be in the sky at different times of day.
Evaluate and Assessment- I could use students' predictions sheets to assess if they understood the material.

Reengagement:
Gifted students- To reengage gifted students, I would deepen the content of this lesson. They could explore the names of the different phases of the moon and how often they occur.
Struggling students- To reengage struggling students, I might use physical manipulatives to explain pattens of the sun, moon, and stars. This would help the student visualize the patterns in a different way.]]> 2020-11-29 03:14:45 UTC https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/967721908 hannahgracegriffith https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/967741269 Standard 9: Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year.

Activity: Here Comes the Sun Charting Activity

Overview: 
Engage- I would ask students the prompting question, "What makes a day?" I will write down student responses on chart paper. They may say things like, "24 hours" or "When the sun is out." This will allow me to see misconceptions that students may have.
Explore- I will have chart paper lining a wall opposite a window. Students will draw predictions about where the sun will be at different points in the day and share their explanations with the class.
Explain- I will show students a video called "30 Sunsets- Summer to Winter." It shows a time lapse of sunsets in the same place. In the summer, the sun sets around 9 pm. As the year goes on, the sun sets later and later, and by winter, it sets around 4 pm. I will introduce and explain Daylight Saving Time.
Elaborate- Based off of new learning, students will complete the chart activity of charting where the sun is at different times of the day. I will ask students if they think our chart would look the same next month.
Evaluate and Assessment- Along with informal assessments throughout the activity and discussions, I could also give students a 3-dimensional assessment where they predict where the sun would be based on time of day and time of year.

Reengagement:
Gifted students- To reengage gifted students, I could have them explore deeper into the content area. They may look at sunrise and sunset patterns around the world through different time zones, instead of just focusing on one area.
Struggling students- I could reengage struggling students by completing a sorting game with them of where the sun would be during the different seasons. ]]> 2020-11-29 03:48:59 UTC https://padlet.com/hannahgracegriffith/etrrbdkfs3ls7wyp/wish/967741269