Science+Resources+grades+3-5

Post your grades 3-5 science resources here. a) Earth and Space Science b) Plate Tectonics c) I would use this activity for students to have a hands-on visual of how plate tectonics works and looks a) Developing and Using Models b) Students will use an Oreo to develop a model of plate tectonics and then use the model to observe the different layers of the earth and three different plate boundaries. a) Stability and Change b) The main concept in this activity is for students to see the three different ways Earth’s plate’s move, which is a change in the Earth’s crust and mantle. This interactive activity would be suitable for upper elementary and middle school students. This activity follows along with a worksheet in which students physically break an Oreo cookie and form it in order to model plate tectonics. Throughout the worksheet students are prompted with questions to deeper their thinking of what occurs during plate tectonics. As they follow along with prompts, students will create a visual of each plate boundary using their Oreo. a) Earth and Space Science b) Planets c) This lesson will develop student’s understanding of the relationship of the planets in our solar system. a) Developing and Using Models b) The students will be creating a three-dimensional model of the planets to help show relative size and distance. a) Systems and System Models; Scale, Proportion, and Quantity b) This activity will provide a visual representation of the size and distance of the planets in our solar system in proportion to one another.
 * Name:** Emily Grunwaldt
 * Title:** Oreo Plate Tectonics
 * Location:** [] via Pinterest
 * Type of Resource:** Hands on – interactive visual
 * Disciplinary Core Idea:**
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 * Description:**
 * Name:** Laura Ebert
 * Title:** Classroom Planetarium
 * Location:** http://www.discoveryeducation.com/teachers/free-lesson-plans/classroom-planetarium.cfm#que
 * Type of Resource:** Lesson Plan
 * Disciplinary Core Idea:**
 * Scientific and Engineering Practices:**
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 * Description:** This lesson would be appropriate for grades 3-5. The students are divided into groups and each group is assigned to a planet in our solar system. The groups then gather information about their planet using the Internet and books. After gathering information, the students create a model of their planet using a balloon, paper-mache, and paint. The balloons are then hung from the ceiling in a way that represents their actual location in space in relation to the sun. I would use this activity during a unit on the solar system because it is an engaging, hands-on way for students to visualize the set up of our solar system without actually being there. The model can also be used when talking about other concepts, such as gravity and heat in outer space.

a) Physical Science b) Solids, Liquids, and Gases c) The students will be able to visually see the different molecular properties of solids, liquids, and gases. a) Constructing Explanations and Designing Solutions b) The students will come up with possible explanations as to why they think solids, liquids, and gases are affected by heat and cold. a) Cause and Effect: Mechanism and Explanation b) The activity demonstrates how the properties of solids, liquids, and gases change when heat or cold is applied.
 * Name:** Laura Ebert
 * Title:** Gases, Liquids, and Solids Interactive
 * Location:** http://www.topmarks.co.uk/Flash.aspx?b=science/gases
 * Type of Resource:** Interactive website
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 * Description:** This activity would be appropriate for grades 3-5. The students start by sorting different materials into three categories: solids, liquids, and gases. Then the activity guides them through an “experiment” where liquid is heated up, turning it into a gas. The gas is then cooled to turn it back into a liquid, and the liquid is cooled to turn in into a solid. Throughout the experiment, the students are told which buttons to push, and asked questions to guide their observations. If I were to use this resource in my classroom, I would first help the students identify properties of solids, liquids, and gases, and then put them in small groups to go through the activity. After going through the activity, I would have them come up with ideas as to why applying heat or cold changes the properties of solids, liquids, and gases. This interactive activity is a good way for students to be able to see the different reactions without actually the experiment, so it is especially useful for classrooms that do not have the appropriate scientific materials.

Name: Nicole Gottsacker Title: Matter Activity Tub – Grades 4-6 Location: [] Type of Resource: Learning Center Disciplinary Core Idea: a) Physical Science b) Different types/forms of Matter c) I’m using it to have students complete the short, matter related, activities in small groups during our unit on Matter to better understand and investigate it’s different types and forms. Scientific and Engineering Practices: a) Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data b) In this center, the students are able to make different models while investigating and understanding different forms of Matter and also analyze/interpret the structure and size of the different forms of matter compared to other objects. Cross Cutting Concepts: a) Scale, Proportion and Quantity Structure and Function b) The students will understand the different structures of matter and it’s relation in size to other objects. Description: This activity would be best for upper elementary to early middle school students. This kit could be used in a lot of different ways, but the idea of using it as a center really intrigues me. This learning center allows students to work in small groups to better understand matter and it’s different forms and sizes. There are many different activities that can be done in this kit, however, which could be a little overwhelming to the students if they were not told exactly what to do. I would definitely explain to the group of students what activity they would be completing. This kit is a great choice for any science classroom because it comes with a lot of activities and supplies. It also comes with reproducibles and extensions ideas all for a very reasonable price.

**Name:** Josh Jones · Life Science · Environmental Impacts on Organisms. · While at the zoo, students will be able to observe different animals in their enclosures and explore why some animals have different things in their habitats than others and how they · Asking questions and defining problems. · Obtaining, evaluating, and communicating information. · Students will explore what animals need to survive in particular habitats and why some animals survive in a particular habitat while others would not be able to. · Structure and function. · Patterns. · Cause and effect. · Students will examine what characteristics animals have to survive in different habitats, what would happen if they were in a different habitat, and what are things animals need to survive in any habitat.
 * Title:** A Day at the Zoo
 * Location:** DeYoung Family Zoo []
 * Type of Resource:** Field Trip
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 * Description:** A fieldtrip to the zoo could be enjoyed by teachers and students in K-5th grade. I based this example off of third grade standard 3-LS4-3 which deals with interdependent relationships in ecosystems particularly environmental impacts on organisms. I would use a trip to the DeYoung Zoo after talking with students about different habitats, traits organisms develop to survive in habitats, and why animals are only found in particular habitats. Since the DeYoung zoo has animals from around the world, students could compare their natural habitats to the climate of Michigan’s Upper Peninsula and then determine what types of things particular animals would need in their enclosure at the zoo to survive in this climate. Through hands on experiences with animals and the ability to experience them close up, students learning will come alive and they will be able to observe the different animals in habitats as close to their natural ones as possible. While fieldtrips are fun, they are not always easy to organize, but the ability to see different animals up close and study them first hand is why this is a great resource to take advantage of.

**Name:** Mary Beth Nilles **Title:** Volcanoes **Location:** [] **Type of resource:** video **Disciplinary core idea:** **Scientific and engineering practices:** **Cross-cutting concepts:** a. Cause and effect b. Systems and system models c. Energy and matter **Description:** This video is a thorough overview of volcanoes: descriptions, location, types, danger, and benefits. I would use it for grades 3-5 as either an introduction to volcanoes. Volcanoes fall under the NGSS categories of both natural hazards and processes that shape the Earth. I would use this to prompt students to think of questions they want answered about volcanoes, specifically as they relate to shaping the earth; areas they want to study more, for example, types of volcanoes or tectonic plates; or what are the dangers and benefits of living near volcanoes. All these topics are touched on in the video. As a note, National Geographic has other good videos about volcanoes that a teacher might also want to use (Giant Undersea Volcano).
 * 1) Earth science
 * 2) Processes that Shape the Earth
 * 3) Natural hazards
 * 1) Asking questions and defining problems
 * 2) Analyzing and interpreting data
 * 3) Obtaining, evaluating, and communicating information
 * 1) Structure and function

**Name:** Mary Beth Nilles **Title:** Science Literature Source **Location:** [] **Type of resource:** Other (cross-curricular list) **Disciplinary core idea:** **Scientific and engineering practices:** **Cross-cutting concepts:** The site lists books that for all cross-cutting concepts, but each book listed covers a particular concept or two. **Description:** This is a useful website for K-5 teachers; the third grade, life science list is the most extensive. I like this site because of the list itself, but also for the links to other literature sites, particularly this site [] and this one []. This main site and the other two linked from it help teachers find age-level fiction and nonfiction books to open units, introduce topics, reinforce science concepts, or initiate inquiry. The most useful entries on this site are highlighted in green and are automatically linked to a NSTA review. For example, //The Case of the Vanishing Golden Frogs// is listed as a third grade life science book and linked to the NSTA review. The review would give me plenty of links to NGSS. Even books that don’t have an NSTA review, for example the fifth grade physical science suggestion //Chemical Chaos,// means the teacher has a specific title to consider.
 * 1) Earth science
 * 2) Physical science
 * 3) Life science
 * 1) Asking questions and defining problems
 * 2) Obtaining, evaluating, and communicating information


 * Name:** Lynnice Chrisman
 * Title:** Exploring Our Backyard- The Solar System
 * Location:** []
 * Type of Resource:** Video
 * Disciplinary Core idea:**
 * 1) a. Earth and Space Science
 * 2) b. The Solar System
 * 3) c. Students will learn about what our solar system is made up of, as well as the planets found in it.
 * Scientific and Engineering Practices:**
 * 1) a. Constructing explanations
 * 2) b. Students are beginning to understand and explain how the solar system functions and is structured.
 * Cross Cutting Concepts:**
 * 1) a. Scale, proportion, and quantity
 * 2) b. Students are beginning to understand just how infinite the universe is and how much of it the earth makes up.
 * Description:** This site has a lot of video resources for all different disciplinary core ideas in science. I would use this video in either late elementary or middle school, which focuses on a general explanation of the solar system. This would be a good introduction to a unit to give students a broad overview. Let’s face it- we will always use videos in our classroom because it can be the easiest, most cost effective way to get students to see something in the flesh. While experiencing the topic in person is preferred, that is not always possible so a video is the next best thing. The video resources provide students with a visual to help them understand what they are learning about. I would often use a video or visual resource in many units to make sure I hit the visual learners in my classroom. Visuals are also a great way to engage students.

a) STEM; Physical Science b) Engineering; Energy c) Students demonstrate energy change and get to design their own machine in order to get one object from one point to another. a) Developing and using models; Planning and carrying out investigations; analyzing and interpreting data b) They will create their own machines and investigate the best way to get their objects from the starting point to the ending point. a) Energy and matter; Cause and effect; Stability and change b) Students build a machine and evaluate the best way possible for it to work; they change what they need to and leave other things the same.
 * Name:** Kris Kauffman
 * Title:** Design Your Own Rube Goldberg Machine
 * Location:** []
 * Type of Resource:** Lesson plan/experiment
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 * Description:** This lesson and experiment would be fun starting in grade four and can be taught in any grade above. It is a great way to get students thinking and using multiple steps to get objects to another place by changing the energy from potential to kinetic. Students are allowed to use their creativity to create their own machine instead of just seeing one in a book or video. For the lower grades, I would change it to make it a little easier; they would not need as many steps as the older students would. My fourth grade teacher that I was observing this past semester did this in her room and the students were only allowed to touch the object once. They had to have more than one step, but there was no maximum step number. It was awesome to see the students having fun and coming up with different way to test out getting the objects across the hallway. They also were not limited to a small list; the teacher told the students they could use. The students also learn to not just jump right into a project or design; they get to feel like engineers and follow the processes that an engineer may take.

**Name:** Anne Connolly **Title:** Comparing Earth to the Other Planets **Location:** http://www.docstoc.com/docs/81091840/4th-Grade-Planets-of-our-Solar-System-OmniGlobe-Lesson-Plan **Type of Resource:** Lesson Plan **Disciplinary Core Idea:** a. Earth and Space Science b. Students will research the characteristics of the other planets and compare them to the characteristics of Earth **Scientific and Engineering Practices:** a. Analyzing and Interpreting Data b. Using Mathematics, Information and Computer Technology, and Computational Thinking c. Obtaining, Evaluating, and Communicating Information d. To compare and contrast Earth’s characteristics to the characteristics of the other planets, students will need to interpret and analyze the data they find; use math, to determine which is bigger and by how much, use computers to find the information; and obtain, evaluate and communicate their findings to the rest of the class. **Cross Cutting Concepts:** a. Scale, Proportion, and Quantity b. Systems and System Models c. Students will need to compare the size of earth to each of the other planets and show the difference in size and what is the proportion of earth to each of these other planets. **Description:** This would be an interesting lesson to do in fourth grade. The lesson shows different ideas for what information the students should find about their planet, like what the name of the planet means, how much would they weigh on that planet and why it is different from earth, how much bigger or smaller the planet is compared to earth and other characteristics like color, temperature, rotation and tilt. Class is divided into groups and each group gets a planet to research and then the present to the class.

a) Physical Science b) Earth and Space Science c) Students will design a catapult and determine which design can launch the marshmallow the furthest. a) Developing and Using models b) Obtaining, Evaluating and Communicating Information c) Students are designing models of catapults to find out which design will launch the marshmallows the furthest. They will be using information that is available to them to determine design and then sharing their models. a) Scale, Proportion, and Quantity b) Stability and Change c) Students will have to determine what size catapult is the most effective and also what is needed to make it work correctly.
 * Name**: Jamie Ramos
 * Title**: Motion, Forces, Energy and Electricity
 * Location**: []
 * Type of Resource**: Lesson Plan
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 * Description**: I feel that this lesson plan would be best for upper elementary and middle school. I think that students would be engaged by the fact that the lesson is based on recreating weapons that were used long ago. I also believe that they would be interested in building something that will launch objects. I think this lesson will help to illustrate the concepts of motion, acceleration and speed and also what it takes to achieve all these things. Students like to learn concepts hands on and this will also give them a chance to discover what works, what doesn’t and how we can use the concepts of science to plan in the future. This lesson also provides an opportunity to work in groups and discuss their findings.

a) Life Science b) Living Organisms c) The video describes the Great Barrier Reef and what organisms can be found there. a) Analyzing and Interpreting Data b) Asking Questions and Defining Problems c) The video is full of information about the Great Barrier Reef and it also talks about what organisms live there and why it is important. It also touches on some problems and concerns it may be facing. a) Structure and Function b) Stability and Change c) The video explains why the Great Barrier Reef is important and what might affect it in the future.
 * Name**: Jamie Ramos
 * Title**: The Great Barrier Reef
 * Location**: []
 * Type of Resource**: Video
 * Disciplinary Core Idea**:
 * Scientific and Engineering Practices**:
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 * Description**: This is a short video on the Great Barrier Reef that I think is appropriate for elementary grades. The video gives students a look at the Great Barrier Reef and what types of plants and animals can be found there. It also addresses concerns that might affect it in the future. Videos are a great way to get students engaged and to introduce them to concepts or places that they may not get to personally see. It is also great for visual learners to be able to actually see the places or things that are being discussed, rather than just imagining them.